Archive for February, 2012

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February 29, 2012

Keeping Faith While Running Against the Wind….

by Mariam

The following post is featured in the most recent NAGC Parent & Community Network Newsletter. Are you a parent member of NAGC?  For $30 a year you will receive membership, discounts, newsletters, and 8 issues of our PHP magazine!  Join us!  Do you have a question about parenting your gifted child?   Visit the  Parenting for High Potential Blog to send questions and share experiences.

Leslie S. Graves is an occasional lecturer of post-graduate courses at UCD in Dublin, Ireland. She sits on the Executive Council of the World Council for Gifted and Talented Children and is an
international advocate for the Gifted and 2E. First and foremost, she is an MHAC (Mother of Highly Able Children), who maintains an informative and hopefully useful blog: at
http://innreach.wordpress.com/, where you may read a little more about her background.  Leslie is a talented artist, finding a special affinity with horses.

A Parent Perspective on Raising a Twice-Exceptional Learner by Leslie S. Graves

When I agreed to write this article on parenting and 2Eness (twice-exceptional learners), I had to take some time to reflect, as it was hard to think of where to begin or which aspect to address; there were/are so many. And then
again, let’s be frank, (and, I have never been accused of being Fred), these kids, these wonderfully 2E
kids, are all so wonderfully different from each other, each so unique, I wondered if my experiences
would be of any significance. However, I then realized who would be reading this, and knew I was in
good company.

I have been blessed with a child (who is now all grown up), who has learned to make the most of his wonderful 2Eness. Sean (not his real name) was born with an ‘accelerated’ mind. It seemed to race so much faster and in so many directions that it took a lot of energy to keep up with him. This, by many parents’ standards, would be considered a good thing. However, along with this good thing, came
many other ‘things’, the most noteworthy of which seemed to be a need for an equally accelerated body. “I think as I move,” in his own words.

This curious combination met with some interesting scenarios throughout the years as many
educators in mainstream schools attempted to ‘fix’ or address that aspect. Stretched health services,
professionals, and the general public/extended family offered many suggested solutions to whatever
flavor of the month label their perception took a fancy to. Some were helpful, and some were just
downright hurtful. At one point, he was ousted/banned from the school chess club because he
would/could not sit still. He subsequently went on to win the overall school chess championship in the
following year, when a new chess coach allowed for a move and sit cushion to be brought in.

Sensory Modulation is an interesting ‘thing’, effecting different children in unusual ways. It
can make it difficult to understand how much force you are using when you take something out of
another’s hand, giving the impression of aggression. It can make you appear clumsy and unbalanced if
you are having to slow down and plan your movements, or try to stay still. The mental effort required
to will your body to stay under control drains any possibility of concentrating on anything else around
you, and significantly effects and impedes not only your performance, but mood and frustration levels
too. Such was/is Sean’s world, and mine, too, as his parent.

So, how did we survive in a world that did not expect his survival? How did we, Sean and I,
navigate through this piece of the many pieces of his world in order to arrive at a destination of
contentment? Well, we believed in possibilities and adaptations. We bought a large trampoline. We
used move and sit cushions. We kept pockets full of those gummy, stretchy artist’s erasers in our
pockets, stress balls on hand, and we hopped and twirled and played piano. But mostly we ran against
the wind of popular opinion. And the result? Sean is a student in an Ivy League College, heavily
involved on Debating teams where he can exercise both his quick mind and strut about while giving
forth opinions on the world around him. Keep your faith in your 2E kids. Somewhere, something
went right for Sean, and in the end, I hope it does for your kids too.

Posted in homeschooling, twice-exceptional | Leave a Comment »

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February 28, 2012

Heightened Sensitivies, Overexcitabilities, & Positive Disintegration OH MY!

by Mariam

#NAGC Chat Summary — February 22, 2012

“Suffering, aloneness, self-doubt, sadness, inner conflict; these are our feelings that we have not learned to live with, that we have failed to appreciate, that we reject as destructive and completely negative, but in fact they are symptoms of an expanding consciousness.”   ~William Tillier, on the Theory of Positive Disintegration


Heighted sensitivities, commonly discussed as overexcitabilities, are a frequently experienced among gifted children, youth, and adults. The Polish psychiatrist and psychologist, Kazimierz Dabrowski, recognized that some people absorb life’s experiences in a more intense way, as if they have no filter. This keen awareness can lead to strong reactions, along with a sense of instability.

Dabrowski categorized the overexcitabilites into five areas: Psychomotor, Sensual, Intellectual, Imaginational, and Emotional.  As discussed by Ellen Fielder (article), Professor at Northeastern Illinois University, these are best observed in the following ways:

PSYCHOMOTOR Surplus of energy, Rapid speech, marked enthusiasm, fast games and sports, pressure for action, acting out, Psychomotor expression of emotional tension, Compulsive talking and chattering, impulsive actions, nervous habits (tics, nail biting), workaholism, acting out, compulsive organizing, competitiveness

SENSUAL
Sensory pleasure,
Seeing, smelling, tasting, touching, hearing, Sensual expression of emotional tension,
Overeating, sexual overindulgence, buying sprees, wanting to be in the limelight, Aesthetic pleasures, Appreciation of beautiful objects (gems, jewelry, etc.), writing styles, words

INTELLECTUAL
Probing questions,  problem solving,  learning, Curiosity, concentration, capacity of sustained intellectual effort, avid reading, detailed planning, Theoretical thinking, Thinking about thinking, analytical thinking, introspection, love of theory and analysis, moral thinking and development of a hierarchy of values, conceptual and intuitive integration

IMAGINATIONAL
Free play of the imagination, Frequent use of image and metaphor, facility for invention and fantasy, facility for detailed visualization, poetic and dramatic perception, animistic and magical thinking,
Spontaneous imagery as an expression of emotional tension

EMOTIONAL
Intensity of feeling,
extremes of emotion, complex emotions and feelings, identification with others feelings,
Somatic expressions,
Inhibition, Fears and anxieties, feelings of guilt, Concern with death, depressive and suicidal moods,
Emotional ties and attachments, empathy, attachment to animals, difficulty adjusting to new environments, loneliness, conflicts with others over depth of relationship, Self-evaluation and self-judgment, feelings of inadequacy and inferiority

Helping overcitable children, youth, and adults recognize and then build a base of strategies to deal with their overexcitabilities can relieve some of the pressure. Overexcitabilities are likely due to the increased perceptual abilities of the gifted. This keen awareness can lead to strong reactions, along with a sense of instability.

There are many strategies to effectively cope with overexcitabilities (article). With young children parents can model healthy self-talk, listen well – giving little direct advice, avoid parental over-involvement, and discover new perspectives through shared books and movies. Practicing Mindful Meditation is one of the most effective ways to manage overexitabilities (article).

Overexcitabilities may lead to misdiagnoses in education, medicine, and mental health (more information).  Lisa Rivero (article), Director of the international non-profit organization Supporting Emotional Needs of the Gifted (SENG) and the author of several books about creativity, education, and giftedness, recently wrote that many young highly intelligent children are out of sync with their classmates and their environment, what one definition of giftedness, developed in 1991 by a group of professionals and parents concerned about an overemphasis on achievement, refers to as asynchronous development:

“Giftedness is ‘asynchronous development’ in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.”

To ensure the best care seek professionals who have training in giftedness (more information).

Recognizing overexcitabilities begins the process of greater self-awareness, autonomy, and authenticity. It is as critical to recognize that overexcitabilities are a different, yet natural, way of experiencing the world and are among several dynamisms that function to enable positive disintegration.

The theory of positive disintegration, developed by Dabrowski, provides a developmental paradigm that may better explain the experience of high ability individuals. Simply put, positive disintegration is a twofold process: dissolution of lower mental structures and functions, and a creation of higher forms. During the dissolution part of the process, individuals experience intense external and internal conflicts that generate intense negative emotions, during this period overexcitiabilities can be rampant and appear neurotic. Such experiencing may be triggered by developmental milestones, such as puberty, or crises, such as the loss of a loved one. Dabrowski suggested that properly suffering and ultimately transcending these periods is critical to reaching one’s developmental potential. As a result, individuals become increasingly conscious of their self and the world, creating the potential for greater possibilities in development.

Accepting overexcitiabilities and incorporating sustainable strategies for coping provides gifted children, youth, and adults avenues to reach their greatest potential.

Suggest Resources:

SENG articles on intensity, perfectionism, & stress http://www.sengifted.org/archives/article_category/intensity-perfectionism-and-stress

Dabrowski’s Theory of Positive Disintegration/Sal Mendaglio, Editor (advanced reader)

Living with Intensity/Susan Daniels & Michael Piechowski, Editors (excellent for parents)

“Mellow Out,” They Say. If Only I Could/Michael Piechowski (excellent for children, youth, and parents)

Posted in #NAGC chat, twitter | 4 Comments »

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February 23, 2012

Differentiation: All children should learn something new everyday!

by Mariam

#NAGC Chat Summary–February 15, 2012

Differentiation is a comprehensive approach to student learning that should provide a match between a learner’s readiness and ability, interests, and individual learning profile. One of the most effective tools teachers can use to create an appropriate learning environment for gifted learners is differentiation.

Differentiation Defined

Fundamentally differentiation is a strategy that enables students to make continuous progress and extends their learning.  Differentiation should include pre-assessment, content that reflects the learner’s readiness and ability, in-process assessment, and comprehensive assessment.  All children should have an opportunity to learn something new every day.  Differentiation can enable that even in blended classrooms.

NAGC provides a position paper on Differentiation of Curriculum & Instruction, which establishes the foundation for the best practice of differentiation for gifted learners.

Differentiation is:

  • in-depth study;
  • a high degree of complexity
  • acceleration of instruction;
  • advanced content; and/or
  • variety in content and form

Differentiation is NOT:

  • offering more of the same level of material or the same kind of problem;
  • providing either enrichment or acceleration alone;
  • focusing only on cognitive growth in isolation from affective, physical, or intuitive growth;
  • teaching higher thinking skills (e.g. research or criticism) in isolation from academic content;
  • presenting additional work that is just different from the core curriculum; and/or
  • grouping with intellectual peers without differentiating content and instruction.

Parent Power Questions

In a classroom where effective differentiation is taking place your child should be taking pre-assessments at the start of new units.  Recently, my daughter announced she missed 10 questions on a math pre-test.  This is good news!  Your gifted child should have a similar experience if she is being appropriately pre-assessed.  Pre-assessment shows progress and justifies differences in learning strategies.

If your child has not mentioned pre-assessments, ask!  Ask her teacher about pre-assessment strategies before approaching questions or suggestions for differentiation.  If your child’s teacher does not pre-assess learners, then meaningful differentiation is not taking place. (See Resources below.)

If your child is being pre-assessed, look for ways those assessments are shaping the teacher’s approach to content and assessment.  The most significant factor of differentiation is content.  Is your child’s teacher providing content that meets your child’s ability and readiness? To create a supportive climate, offer to provide needed materials for your child’s learning if necessary. This may be as simple as checking out books at your public library. When differentiating assessment, there should be a purposeful selection of choices that provide a range of opportunities to show learning, such projects may be organized around kinesthetic, oral, written, technological, or visual mediums. Is your child’s teacher providing a variety of ways that she may show her learning so that she remains engaged?

Resources

The most significant effect of appropriate differentiation is that it motivates curiosity and enables skills for life-long learning. You can help your child internalize the differentiation process at home by asking the following questions about her classwork and personal interests:

  • What do you already know about ___?
  • What do you want to know about ___?
  • How do you want to learn ____?
  • How would you like to show what you have learned?
  • REFLECTION after learning: What did you learn about ___?

You can provide an environment that extends your child’s learning at home through listening and providing resources that enable her to design her own learning experience.

If you are working with a teacher that is not familiar with differentiation, help your child move through this process at home with a few classroom topics, and then, show the teacher. He will be more likely to understand the value and find ways to similarly support your child in the classroom.

Teachers are required to meet established standards and may perceive differentiation to be cumbersome because they must develop individual assessments specific to standards for each project. This can be a daunting task without the proper training and tools.

A few excellent tools to share with teachers:

Discovery School’s Assessment & Rubric Information

The Developing and Assessing Products (DAP) tool enables ease in assessment of three tiers of learning.

The key to effective education is enabling learners to increase control over their own learning.  Imagine a world where we are Helping Students Learn Only What They Don’t Already Know!  Differentiation can be the gateway.

Join us for #NAGC chat on twitter every Wednesday at 8:30-9:30 p.m./Eastern! (7:30 p.m./Central, 6:30 p.m./Mountain, 5:30 p.m./Pacific)

Posted in #NAGC chat, acceleration, differentiation, education, supplementing, twitter, WOW | 1 Comment »

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