Twice Exceptional

Supporting and Educating Bright and Creative Students with Learning Difficulties

Edited by Scott Barry Kaufman

Offers a new, comprehensive definition of twice-exceptional (2e) children, grounded in the latest research
Focuses on diverse populations of learning disabilities (e.g., dyslexia, autism, ADHD) as well as racial/ethnic groups
Includes unique perspectives from clinicians, researchers, and educators
Highlights social-emotional needs in addition to academic needs
Provides contemporary ways of engaging parents in school-based events

Twice Exceptional

Supporting and Educating Bright and Creative Students with Learning Difficulties

Edited by Scott Barry Kaufman

Description

In an educational system founded on rigid standards and categories, students who demonstrate a very specific manifestation of intelligence flourish, while those who deviate tend to fall between the cracks. Too often, talents and interests that do not align with classroom conventions are left unrecognized and unexplored in children with extraordinary potential but little opportunity. For twice-exceptional (2e) children, who have extraordinary strengths coupled with learning difficulties, the problem is compounded by the paradoxical nature of their intellect and an unbending system, ill-equipped to cater to their unique learning needs.

Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties provides cutting-edge, evidence-based approaches to creating an environment where twice-exceptional students can thrive. Viewing the 2e student as neither exclusively disabled nor exclusively gifted, but, rather, as a dynamic interaction of both, leading experts offer holistic insight into identification, social-emotional development, advocacy, and support for 2e students. With chapters focusing on special populations (including autism, dyslexia, and ADHD) as well as the intersection of race and 2e, this book highlights practical recommendations for school and social contexts. In expounding the unique challenges faced by the 2e population, Twice Exceptional makes a case for greater flexibility in our approach to education and a wider notion of what it means to be academically successful.

Twice Exceptional

Supporting and Educating Bright and Creative Students with Learning Difficulties

Edited by Scott Barry Kaufman

About the Editor
Contributors
Introduction
Scott Barry Kaufman
Part I: Identification
1. Finding and Serving Twice-Exceptional Students: Using Triaged Comprehensive Assessment and Protections of the Law
Bobbie Gilman and Dan Peters
2. Using a Positive Lens: Engaging Twice-Exceptional Learners
Susan Baum and Robin Schader
3. Finding Hidden Potential: Toward Best Practices in Identifying Gifted Students with Disabilities
Edward R. Amend
4. Misconceptions About Giftedness and the Diagnosis of ADHD and Other Mental Health Disorders
Deirdre V. Lovecky
5. Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted
Steven I. Pfeiffer and Megan Foley Nicpon
Part II: Supporting Twice-Exceptional Students
6. How We Can Recognize and Teach Twice or Multi Exceptional Students
Susan Winebrenner
7. 2E and Social-Emotional Development: One Label, Many Facets
Judy Galbraith
8. Advocating for Twice-Exceptional Students
Rich Weinfeld
9. It Takes a Team: Growing up 2e
Mary Ruth Coleman, Lois Baldwin, and Daphne Pereles
10. Educating the Twice-Exceptional Child: Creating Strong School-to-Home Collaborative Partnerships
Kevin Besnoy
Part III: Special Populations
11. Attention Divergent Hyperactive Giftedness: Taking the Deficiency and Disorder out of the Gifted/ADHD Label
Charles Fugate
12. Appreciating and Promoting Social Creativity in Youth with Asperger's Syndrome
Matthew D. Lerner and Rebecca M. Girard
13. The Spectrum of Twice Exceptional and Autistic Learners and Suggestions for Their Learning Styles
Richard O. Williams and Jeffrey Freed
14. Visuo-Spatial Skills in Atypical Readers: Myths, Research and Potential
Maryam Trebeau Crogman, Jeffrey Gilger, and Fumiko Hoeft
15. Gifted Dyslexics: MIND-Strengths, Visual Thinking, and Creativity
Susan Daniels and Michelle Freeman
16. Being 3E, a new look at culturally diverse gifted learners with exceptional conditions: an examination of the issues and solutions for educators and families
Joy Lawson Davis and Shawn Anthony Robinson
17. Where the Rubber Meets the Road: Supporting the Educational Success of Twice-Exceptional African American Students
Renae D. Mayes, Erik M. Hines, and James L. Moore III
Part IV: Models
18. Bridges Academy: A Strengths-Based Model for 2E
Carl Sabatino and Chris Wiebe
19. Integration and Dynamic Adaptation in the Formation of a Novel 2e School Model
Kimberly Busi and Kristin Berman
Index

Twice Exceptional

Supporting and Educating Bright and Creative Students with Learning Difficulties

Edited by Scott Barry Kaufman

Author Information

Edited by Scott Barry Kaufman, Professor of Positive Psychology, University of Pennsylvania

Scott Barry Kaufman, PhD, is an author, researcher, speaker, and public science communicator who is interested in using psychological science to help all kinds of minds live a creative, fulfilling, and meaningful life. He is a professor of positive psychology at the University of Pennsylvania, and author of 7 other books, including Ungifted: Intelligence Redefined and Wired to Create: Unraveling the Mysteries of the Creative Mind (with Carolyn Gregoire). His writing has appeared in The Atlantic, Scientific American, Psychology Today, and Harvard Business Review, and he writes a blog at Scientific American called Beautiful Minds. Kaufman is also host of The Psychology Podcast.

Contributors:

Edward R. Amend, Psy.D.
Amend Psychological Services, PSC

Lois Baldwin, Ed.D.
Independent Educational Consultant

Susan Baum, Ph.D.
Director, 2e Center for Research and Professional Development
Bridges Academy, Studio City, California
Professor Emeritus
College of New Rochelle

Kristin Berman, Ph.D.
The Quad Preparatory School

Kevin Besnoy, Ph.D.
Director, ACCESS Virtual Learning
Associate Director K-12 Programs
College of Continuing Studies
The University of Alabama

Kimberly Busi, M.D.
The Quad Preparatory School

Mary Ruth Coleman, PhD
Senior Scientist, Emiratis
FPG Child Development Institute
University of North Carolina, Chapel Hill

Maryam Trebeau Crogman, M.A
University of California Merced, Psychological Sciences

Susan Daniels, Ph.D.
Professor
California State University San Bernardino
Cofounder and Educational Director
Summit Center - Walnut Creek California

Joy Lawson Davis, Ed.D.
Virginia Union University

Megan Foley-Nicpon, PhD
Associate Professor
University of Iowa

Jeffery Freed, MEd
Author and Special Education Counselor

Michelle Freeman, Psy.D.
Assessment Director
Summit Center - Walnut Creek, CA

C. Matthew Fugate, Ph.D.
Assistant Professor
University of Houston-Downtown

Judy Gailbraith
President & Founder, Free Spirit Publishing

Jeffrey W. Gilger Ph.D
University of California Merced, Psychological Sciences

Barbara ("Bobbie") Jackson Gilman, M.S.
Associate Director, Gifted
Development Center, Westminster, CO
Co-Chair, Assessments of Giftedness Special Interest Group, National
Association for Gifted Children

Rebecca M. Girard, LICSW
Stony Brook University

Erik M. Hines, Ph.D., NCC
University of Connecticut

Fumiko Hoeft MD Ph.D.
University of California San Francisco
Psychiatry and Weill Institute for Neurosciences

Scott Barry Kaufman, Ph.D.
University of Pennsylvania

Matthew D. Lerner, PhD
Stony Brook University

Deirdre V. Lovecky, Ph.D.
Gifted Resource Center of New England

Renae D. Mayes, Ph.D., NCC
Ball State University

James L. Moore III, Ph.D.
The Ohio State University

Daphne Pereles, M.S.
Independent Educational Consultant
Austin, TX

Dan Peters, Ph.D
Licensed Psychologist, PSY16823
Co-founder/Executive Director, Summit Center
Co-Chair, Assessments of Giftedness Special Interest Group, National
Association for Gifted Children

Steven I. Pfeiffer, PhD, ABPP
Professor
Florida State University

Shawn Anthony Robinson, Ph.D.
Independent Scholar and Dyslexia Consultant

Carl A. Sabatino, M.A.
Head of School
Bridges Academy

Robin Schader, Ph.D.
Trustee, Bridges Academy
Executive Board member, The 2e Center for Research and Professional Development

Rich Weinfeld
Executive Director
Weinfeld Education Group, LLC

Christopher R. Wiebe, Ed.D.
High School Director
Bridges Academy

Richard O. Williams, PhD
Chairman Emeritus, Board of Trustees
Beacon College, FL
Professor of Genetics, retired

Susan Winebrenner, MS,
Curriculum Education Consulting Service

Twice Exceptional

Supporting and Educating Bright and Creative Students with Learning Difficulties

Edited by Scott Barry Kaufman

Reviews and Awards

""The content of this book will be of value to all those working with students whose learning profile may be indicative of 2E."" - Special Educational Needs Magazine