Susan M. Baum, Robin M. Schader, Steven V. Owen

To Be Gifted and Learning Disabled (eBook, PDF)

Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, ASD, and More

• Format: PDF

Produktbeschreibung

To Be Gifted and Learning Disabled is one of the most popular resources available on identifying and meeting the needs of twice-exceptional students. This updated third edition provides a comprehensive look at the complex world of students with remarkable gifts, talents, and interests, who simultaneously face learning, attention, or social challenges from LD, ADHD, ASD, and other disorders. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. From a thorough description of twice-exceptionality and the unique learning patterns of these students, to strategies for identification, comprehensive programming, talent development, and instructional strategies, this book explores the distinguishing strengths (yellows) and complex challenges (blues) that these students face. In painting, green is a mix of yellows and blues. Because of their individual characteristics, twice-exceptional students come in a remarkable range of greens.

2018 NAGC Book of the Year Award Winner

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 316
• Erscheinungstermin: 28. September 2021
• Englisch
• ISBN-13: 9781000496765
• Artikelnr.: 62633018

Autorenporträt

Susan M. Baum, Ph.D., is the Director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice-exceptional students.

Robin M. Schader holds a Ph.D. in Educational Psychology from the University of Connecticut, specializing in Gifted and Talented Education with a focus on talent development and the role of parents. She worked as a research professor at the University of Connecticut and, for 10 years, and was the Parent Resource Advisor for the National Association for Gifted Children (NAGC).

Inhaltsangabe

Acknowledgements Introduction Notes on This Edition How This Book Is
Organized Part I: The 2e Basics Chapter 1 Twice-Exceptionality Evolving
Definitions and Perceptions The Story of Neil Twice-Exceptional: The Term
and Its History Origins of Twice-Exceptionality in Education Legislation
Paves the Way In the 21st Century A New Definition: A New Basis for Action
The Story of Neil, Continued Seeing 2e Through a New Lens Chapter 2 The
Yellows and the Blues of Twice-Exceptionality The First "e": Gifted and
Giftedness, or What We Call "Yellow" Historical Perspectives on Giftedness
Characteristics of Giftedness The Second "e": Differences, Disabilities, or
What We Call "Blue" Specific Learning Disabilities Attention
Deficit/Hyperactivity Disorder Autism Spectrum Disorders Generalized
Anxiety Disorder Chapter 3 Complexities of Green Twice-Exceptional
Students: Three Groups 2e Students Identified by Gifts With Undiagnosed
Disabilities 2e Students Identified Only for Special Programming or
Accommodations Students Not Identified With Either High Abilities or
Special Needs Dynamics of a High Abilities/Learning Disabilities Mix
Increased Intensity Trait Inhibition Emergence of Additional Traits The
Paradoxical Needs of a 2e Learner A Very Green Tale: The Story of Olivia
Chapter 4 The Case for Strength-Based, Talent-Focused Education What 2e
Students Need Research Pointing to the Benefits of Starting With Strengths
New Evidence for Using a Strength-Based Approach Growth Factors
Contributing to Growth Part II: Neurodiversity The Complex Minds of 2e
Learners Chapter 5 2e Students and Learning An Information Processing
Model: Explaining Learning Attention, Sensory Input, and Sensory Storage
Working Memory/Short-Term Memory Passing From Working Memory to Long-Term
Memory (Encoding and Retrieval) Long-Term Memory Acting on Information:
Production/Expression Executive Function and Self-Regulation Skills When
Learning Becomes Difficult Problems With Attention and Sensory Input and
Storage Working Memory/Short-Term Memory Difficulties Problems Passing
Information From Working Memory to Long-Term Memory Long-Term Memory
Problems Problems With Production Executive Functioning Problems Issues
With Anxiety Chapter 6 Multiple Intelligences and Personality Preferences
Multiple Intelligences Applying Information About Multiple Intelligences
Personality Preferences Personality Preferences and the Twice-Exceptional
Learner Four Personality Patterns Applying Information About Personality
Preferences Chapter 7 Factors Leading to Misidentification and the Perils
of Misinterpretation What Is the Problem? Blaine's Story Looking at the
Issues Contemplating Problems From Diverse Perspectives Emotional
Development of Gifted Students Creative or Disruptive? That Is the Question
IQ Testing and the Use of Subtest Indices and Scores Attention Issues and
High-Ability Students: Cause or Effect? Excessive Engagement: Passions or
Obsessions? Understanding Social Context and Emotional Issues Part III:
Comprehensive Programming Chapter 8 Identifying 2e Students in Educational
Settings Searching for Blue: Challenges and Practices for the
Identification of Learning Disabilities and Other Special Education Needs
in Gifted Students RtI and Identifying the Disabilities of
Twice-Exceptional Students Why RtI Might Not Be the Best Solution
Collecting Evidence: Understanding the Problem Searching for Yellow:
Challenges and Practices for the Identification of Gifts and Talents in
Special Education Populations A Priori Identification Dynamic
Identification: Using Authentic Activities to Tap Potential Chapter 9
Elements of Strength-Based Plans for 2e Students Programming for Green
Critical Factors Grounding Successful Program Development Does It Provide a
Psychologically Safe Environment? Does It Respect the Need for More Time?
Does It Take Into Account the Asynchronous Development of 2e Students? Does
It Foster Opportunities to Forge Positive Relationships? Does It
Incorporate a Strength-Based, Talent-Focused Philosophy? Necessary
Components for Comprehensive Plans The Talent Centered Model for
Twice-Exceptional Students The Model in Action Least Restrictive
Environment, Individual Educational Plans, and 504 Plans Chapter 10 Talent
Recognition and Development A Rationale for Talent Development Bryan
Lessons Learned From Bryan's Story Finding Talent Development Opportunities
Placement in Existing Programs Special Opportunities Mentorships Special
Programs and Schools Part IV: Strategies That Work Chapter 11 Creating a
Strength-Based, Dually Differentiated Classroom What Is Dual
Differentiation? What Is a Strength-Based Approach? Leveraging Strengths to
Support Skill Development Using Strengths to Encourage Active Participation
in Learning and Productivity Revisiting Olivia, Blaine, and Melanie Chapter
12 Classroom Strategies for Success Intellectual, Physical, and Emotional
Environments The Intellectual Environment Using Appropriate Entry Points
Performance-Based Assessments With Differentiated Exit Points Investigating
Authentic Problems Engaging Students in Critical and Creative Thinking
Modifications to the Physical Learning Environment Strategies to Help With
Hypersensitivity and Other Distractions Accommodating the Need for Movement
Seating and Grouping Arrangements Providing Resources Creating a Supportive
Emotional Environment Create Learning Communities Teach Executive Function
Skills: Time Management and Organization Teach Stress Management, Conflict
Resolution, and Anger Management Skills Use Authentic Contexts for the
Development of Social Awareness, Social Skills, and Building Friendships
Chapter 13 When Learning Breaks Down Modifications and Accommodations
Focusing and Sustaining Attention Accessing Information With Limited
Reading Skills Accommodations to Address Deficits in Working Memory
Manipulating Information Mentally Organizing for Production Strategies for
Remembering Details and Noncontextual Information Mnemonic Devices Guided
Imagery Active Learning Overlearning Using Technology to Compensate for
Weak Basic Skills Chapter 14 A Community of Support Rose Social-Emotional
Issues How Parents Can Help Elementary School Middle School Secondary Level
How Counselors Can Help Community Resources Post-Secondary Education Final
Thoughts References Appendices Appendix A: Project High Hopes Program
Description Appendix B: WISC Changes Appendix C: Reflective RTI Appendix D:
Presenting Behaviors Checklist Appendix E: Sample Structured Interview Form
Appendix F: Project High Hopes Identification Activities About the Authors
Index