“I am always concerned that the 2E child is
in some ways at greater risk. That child
suffers the humiliation of not being able to
express ideas and thoughts to the standard
achieved by much less able children. They
find themselves bewilderingly struggling to
express things they actually know very well
indeed.”
Rosemary Cathcart
Twice Exceptionality
November 2011
ASYNCHRONY SQUARED
• Gifted children:
uneven development between intellectual
age and emotional/chronological age
• 2E children:
All of the above PLUS extreme asynchrony
between intellectual development and the
ability to express or use that intellect.
What is 2E? Gifted +
• ADHD
• Dyslexia
• Dyspraxia
• Dysgraphia
• ASD (Aspergers)
• Sensory Processing Issues
• Or all of the above!
Very high degree of CO-MORBIDITY
Frustration and stress
• The giftedness compensates for the special
need, so the difficulty goes undiscovered.
• Child develops excellent coping strategies, so it
seems as if there is no problem.
• Extra energy expended dealing with daily life,
so runs out of mental resources for learning.
• Process breaks down when tired, ill, stressed or
academic demands increase.
• End result = frustration: How come I can think
so well but I can’t achieve what I want?
Gifted with Dyspraxia
High Achiever
Gifted learner
2E Dyspraxia
• Knows the answer
• Is interested
• Works hard to
achieve
• Top of group
• Comprehends at
high level
• Asks the questions
• Is curious
• Knows without
working
• Beyond group
• Comprehends
complex/abstract
• Infers/connects
concepts
• Is self critical
• Is intellectual
• Infers well
• Is too busy coping
• Is exhausted!
• Works hard to just
not quite achieve
• Fits no group
• Comprehension
overlooked
• Flashes of sheer
brilliance
• Is frustrated and
humilated often
• Is unpredictable
• Memory variable
• Grasps meaning
• Is pleased with
own learning
• Is able
• Memorises well
What frustrates teachers?
•
•
•
•
Struggles with organisation and presentation
Tends to ‘catastrophise’ everything
Reverts to immature behaviour easily
Reacts to lots of triggers that connects her
thinking to lots of new ideas unrelated to what’s
going on!
• Find easy things hard and hard things easy –
SOMETIMES!
• Brilliant one day and remedial the next.
5 ways that work and 5 that don’t
What works?
• Personalised learning
• Quiet space to choose to
work in
• Specific concrete
instructions written down
• Simple and clear
• Not imposing the same
expectations, particularly
around surface criteria like
presentation of work
What doesn’t?
• Too many rules and routines
• Too many steps/instructions
• Assuming self
management/self regulation
is all OK
• Setting too many parameters
• Lack of choice
• “Pushing it”. If they could,
they would. So nurture.
What to do?
Self- Efficacy requires
• CHALLENGE
• ACCOMMODATE
• REMEDIATE
• Mostly in that order!
Case study: Caitlin
• Early days: difficult birth, history of ear
infections. Highly imaginative/ creative
• At 5 years: all the lights on, everybody
home, then short circuit and burnout
• Reading age 10+ but couldn’t follow
instructions. Variable poor memory.
• Assessment by Ed Psych (WISC 1V) and
OT reveals scores in 99% and 9%!
• Very stressed – “angry sleep”
Social and emotional support
•
•
•
•
•
•
•
Acceptance
Making allowances
Not over reacting
Drawing her in on her level
Listening to her
Interacting with her
Allowing her choices of where she needs
to be
Report Card: Caitlin
“Caitlin is something of an enigma in that her intellect
and talents are sometimes masked by her difficulties
with processing information and following instructions.
She may appear to be wildly off task, but is actually
taking everything in. Managing the nuts and bolts of
organising herself and her possessions get in the way of
settling into and completing work.
She is a delight to have in class and frequently makes
contributions that are thought provoking and outside the
square which enhance everyone’s learning”
Report Card: Caitlin
• “Maths: She does not respond well in a test
situation and it is difficult to gauge an accurate
achievement level. Caitlin can sometimes be
very receptive to oral questioning or written
questions and on other occasions not. I will
keep trying.”
• “Writing: Caitlin could improve on the
presentation of her work, but I’m aware that
focussing on this could detract from the actual
content and so I will pick my moments.”
Case study Troy
•
•
•
•
•
Year 9
NO written work produced in class
Class clown
Silly possibly involuntary noises/tics
LASS tested, meeting with SENCO, GATE
team and parents.
• Place at Half Day School
• Social/emotional outcome: “tics” stopped, calm
manner, no “problem” in common room
Troy – what worked
• High interest challenge and working with like
minds. Find his passion (art)
• Accelerate/multi – level in strength area (art)
• SEN and GATE teacher relationship crucial
• High expectations but no nagging
• Not more of what he can’t/won’t.
• Frank explanation of issues
• Value process, not product. Appreciate what
has been done, not what ought to be done.
“It is absolutely essential that the child
receives adequate challenge whilst help
is given for their difficulty.
The ideal placement for a 2E child is
almost always that appropriate to their
intellectual level, with accommodations
made to support their learning, whilst
steps are taken to remediate their
difficulty”
Resources
•www.2enewsletter.com
•www.gifteddevelopment.com
•www.pegy.org.uk
•www.giftedchildren.org.nz
•www.hoagiesgifted.org