Search Results for Jo Freitag

Joys and Challenges of Twice-Exceptional Kids

JoysandChallengesTwiceExceptional

It is estimated that there are 300,000 twice exceptional children in the U.S. alone. (GCQ, Vol 55, #1, Winter 2011) Twice-exceptionality is the co-existence of both giftedness and a learning disability. It has been called a paradoxical syndrome. This week at #gtchat, we tackled the subject of 2ekids. It was soon realized that these kids are complex and have the ability to frustrate both their parents and teachers; but at the same time bring incredible joy into the lives of those around them.

Twice-exceptional children often face many social-emotional issues. Many struggle with self-awareness; knowing and understanding their own challenges. “They are often misunderstood and have expectations on them they can’t live up to.”(Mona Chicks) “The BIGGEST social-emotional challenge is finding true peers. Asynchrony makes it difficult to impossible. Worse in small towns. They have compassion like an adult, tantrums like a toddler, and wit like a snarky teenager. ” (Jen Merrill) “Two gifts, blessed with two gifts both of which need recognition & addressing in parallel, overlapping and together.” (Elaine Hook) “2ekids don’t ‘fit the mold’ for gifted, they challenge stereotypes and remind us that gifted doesn’t mean perfect.” (Andi McNair)

Labeling of children in an attempt to explain behaviors does little to address their need for specific accommodations. The gifted ‘label’ is too often misrepresented as meaning high-achiever; adult disappointment can emotionally harm twice-exceptional children. They can compensate for or mask their disability and do not get the help they need.

An exceptional resource was shared during the chat by Jo Freitag of Gifted Resources in Australia. Jo’s blog, Sprite’s Site, relates the experiences of Sprite, a fictional character, who happens to be twice-exceptional. Sprite’s disability is visually expressed by an ever present cast on one foot. Jo’s ability to make twice-exceptionality easy is to understand makes this a go to site for anyone wanting to know more about how these children feel and how to help them. She also writes a monthly newsletter which can be found here.

If you are interested in learning more about twice-exceptional children, please check out the full transcript of our chat and then the links provided below.

 

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.

Head Shot 2014-07-14About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

 

Links from the chat:

“What is 2E?” from Twice-Exceptional Newsletter

“Twice-exceptional Students: Who Are They & What Do They Need?”

“Don’t Get Caught in the Lazy Trap”

“Twice-Exceptional Me” from the National Center for Learning Disabilities

Myths & Misconceptions About ADHD: Science over Cynicism

Giftedness & Learning Disabilities

Bright Not Broken: Gifted Kids, ADHD, and Autism (Amazon)

Cybraryman’s Twice-Exceptional Children Page

The Misdiagnosis of Gifted Children (YouTube)

 

Additional Links:

Double Inequity, Redoubled Critique: Twice-Exceptional (Gifted + Learning Disabled) Students

Gifted and Learning Disabled A Handbook (pdf)

The Paradox of Twice-Exceptionality Packet of Information for Professionals (pdf)

The Twice-Exceptional Dilemma (pdf)

Supporting the Identification and  Achievement of the Twice-Exceptional Student (pdf)

Gifted Children with Learning Disabilities by Linda Silverman  in N. Colangelo, & G. A. Davis (Eds.) The Handbook of Gifted Education, Third Edition (pp. 533-543). Boston: Allyn & Bacon, 2003 (pdf)

Twice-Exceptional Students Gifted Students with Disabilities Level 1: An Introductory Resource Book (pdf)

Special Populations: Giftedness and ADHD from Duke TIP

Identifying Twice-Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom (pdf)

The Paradox of Giftedness and Autism (pdf)

The Paradox of Twice-Exceptional Children: Perceptions of Disabilities, Giftedness and Underachievement 

Creating a Toolkit for Identifying Twice-Exceptional Students (pdf)

Inclusion for Students with Twice Exceptionality Paradox and Possibility (pdf)

A Unique Challenge: Sorting Out the Differences Between Giftedness and Asperger’s Disorder (pdf)

Photo courtesy of Pixabay.

De Bono’s Action Plans with Special Guest Jo Frietag

Jo Freitag

This week’s special guest was Mrs. Jo Freitag of Gifted Resources in Australia and author of Sprite’s Site (blog). We discussed the use of De Bono’s Six Action Shoes Program as applied to gifted programs and in particular to Twice-Exceptional children. A full transcript of the chat may be found here.

Sprite2eQuest

Links:

Gifted Programs Planned Using De Bono’s 6 Action Shoes as a Planning Tool

Sprite’s Blue Formal Shoes

Sprite’s Grey Sneakers 

Sprite’s Brown Brogues 

Sprite’s Orange Gumboots 

Sprite’s Pink Slippers 

Sprite’s Purple Riding Boots 

Building Gifts into Talents: Overview of the DMGT (pdf) 

Sprite’s More Shoes

Sprite’s Plaster Cast

Sprite’s One Size Shoe Cover System

Gifted Resources Blog

Gifted & Creative Services Australia

Hoagies’ Gifted Education Page

Feetspeak: 2E Shoes Project 

The Psych-Owl-Ogist

Nest Ed

Dabrowski Dogs

Black Dogs

Memory Elephant

Columbus Cheetah Myth Buster

columbuscheetah

De Bono Six Action Shoes

Cybraryman’s Socratic Seminar Page

Gifted Students in Secondary/Higher Education

At the high school level, there are many ‘options’ for GT students which may include AP, IB, magnet schools, honors classes, or dual enrollment. Additional ‘options’ are early entrance (plus other types of acceleration), talent searches, and distance education classes. Higher education programs include Honors Programs designed as cohorts, accelerated curriculum, study abroad, or mentorships.

Nothing wrong with AP, etc, or honors programs, but they tend to be focused on high achievers. An AP or honors class is only as good for a GT kid as the teacher or prof in charge. If they get GT, it’s great… if not… it can be a struggle ~ Clint Rodriguez, Secondary Gifted Specialist in Dallas, TX 

The impact of a challenging curriculum on GT secondary students can motivate students to become leaders and find success in gifted programs. Research has found a strong correlation between support for the whole student/environmental factors and student success,

Providing mentoring programs to secondary GT students have been found to be key to their identity development. Mentoring programs can provide secondary and college GT students with the opportunity to connect with their local communities and develop networks for future career prospects. Mentors of GT students in higher education are role models for success and hope for the future; especially important for at-risk students.

When GT students are challenged to produce authentic products, it has real-world implications; such as community activism. Society benefits from GT students who become well-rounded students, leaders, and those committed to work for lasting changes for good.

There needs to be a celebration of learning, encouragement to research and discover and persist when things become difficult. ~ Jo Freitag, Co-ordinator Gifted Resources, Australia

Environmental factors such as homogeneous grouping of GT students with others of like-ability and the availability of enrichment programs can foster a mindset of achievement. The presence of supportive parents and family or mentors who guide, support or share expertise can also foster an achievement mindset. Environmental factors can help GT students to navigate challenges and learn self-regulation.

Research has found that the introduction of curriculum that encourages creativity can enhance student success. University faculty should use open-ended assessments rather than written assignments and traditional testing. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Starting a High School Mentoring Program for the Gifted: Opportunities and Challenges (pdf)

Mentors’ Contributions to Gifted Adolescents’ Affective, Social, and Vocational Development (Roeper Review)

Effects of Service Learning on Young, Gifted Adolescents and Their Community

Gifted Secondary School Students: The Perceived Relationship Between Enrichment & Achievement Orientation (pdf)

Does Higher Education Foster Critical and Creative Learners? (pdf)

The Role of Creative Coursework in Skill Development for University Seniors (pdf)

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

‘Honors’ Should Mean a Challenge, Not an Upgrade to First Class

An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education (Journal of Advanced Academics)

Programs and Services for Gifted Secondary Students: A Guide to Recommended Practices (Prufrock Press)

Status of High School Gifted Programs (pdf)

Expanding the Conception of Giftedness to Include Co-cognitive Traits and Promote Social Capital (Renzulli)

Research on Giftedness and Gifted Education: Status of the Field and Considerations for the Future

What the Research Says: Gifted Education Works (pdf)

Who Are The ‘Gifted And Talented’ And What Do They Need?

The Efficacy of Advanced Placement Programs for Gifted Students

Research That Supports Need for & Benefits of Gifted Education The National Association for Gifted Children (pdf)

Image courtesy of Unsplash

Graphic courtesy of Lisa Conrad

Humor and Gifted Kids

gtchat 07192018 Humor

This week at Global #gtchat Powered by TAGT we explored the relationship between humor and gifted kids. Our guest was Jo Freitag, #gtchat Advisor and founder/coordinator of Gifted Resources in Victoria, Australia. She also blogs at the Gifted Resources Blog and  Sprite’s Site. Jo wrote a great post at Sprite’s Site about this week’s chat, The Punch Line!

Gifted children with advanced abilities well beyond their years can manipulate and play with words in demonstrating verbal ability. They enjoy puns and word games which lead to seeing everyday situations in a comedic light.

Recognition and appreciation of adult humor is often part of an extensive native knowledge base possessed by intellectually gifted children. They may enjoy absurd types of humor such as Monty Python. Higher levels of intelligence permit the gifted child to be more quick witted and display a sense of humor that belies their ability to interpret everyday experiences in a different light than age-peers or even older children.

What are some of the downsides of verbal ability for gifted children? Language abilities tend to shine a light on gifted children making them a target of age-peers who don’t understand them. This can lead to teasing and verbal bullying. When bored in the classroom, gifted children may be prone to express thoughts and feelings conceived as being a ‘class clown’; considered an annoyance by teachers and even other high achievers in the classroom.

Teachers and professionals can use ‘sense of humor’ as an indicator of giftedness.  Recognizing a mature sense of humor is an easy way to begin the identification process. Expressions of humor deemed beyond that of age-peers may reveal a gifted child in hiding. Teachers and professionals can provide opportunities for gifted students to express humor in settings such as school talent shows.

What can teachers do to develop humor potential in gifted children? They may use satire in Greek drama, political cartooning, or investigate bathos (anticlimax; especially in literature) and pathos (pity, sadness; in rhetoric, film, or literature) to develop humor potential in gifted children. Teachers can encourage using humor appropriately and at appropriate times; using humor for positive purposes; and give students time to explore different types of humor. They should model appropriate forms of humor that show students the need to be considerate of others’ feelings; emphasizing the importance of developing positive relationships with age-peers.

Humor can also help gifted children deal with stress. At work and school, it can increase creative output and thus reduce negativity associated with stress. Humor is a natural way to reduce stress; to recognize social injustice and work to seek a way forward involving fairness and equality in society. Humor and laughter can enhance enjoyable leisure activities. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

It’s a Funny Thing: A Gifted Child’s Sense of Humor

Characteristics of Gifted Children: A Closer Look

Verbal Humor in Gifted Students and Students in the General Population: A Comparison of Spontaneous Mirth and Comprehension (Abstract Only)

Affective Trait 5: Advanced Sense of Humour (pdf)

The Double-Edged Sword of Giftedness, Part 2: Affective Traits

Tips for Parents: Teaching the Use of Humor to Cope with Stress

An Investigation of the Role of Humor in the Lives of Highly Creative Young Adults (pdf)

The Power of Humor in Ideation and Creativity

Haha and aha! : Creativity, Idea Generation, Improvisational Humor, and Product Design (pdf)

The Power of Laughter: Seven Secrets to Living and Laughing in a Stressful World (Amazon)

The Psychology of Humor: An Integrative Approach (Amazon)

Using Improvisation to Enhance the Effectiveness of Brainstorming (pdf)

How to Spot a Gifted Child

Raisin’ Brains: Surviving My Smart Family (Amazon)

Neuroscience of Giftedness: Greater Connectivity Across Brain Regions

Class Clown or Gifted Student? It’s A Matter of Perspective

Comedians’ Smarts, Humor, and Creativity

How Laughing Leads to Learning

The Benefits of Humor in the Classroom

Using Humor in the Classroom

Edublogs Webinar Overview – Using ToonDoo

Health Benefits of Laughter (pdf)

Cybraryman’s Words Page

Cybraryman’s Humor in the Classroom Page

Cybraryman’s Educational Puns Page

Photos courtesy of Jo Freitag and Natasha Bertrand.

Graphic courtesy of Lisa Conrad.

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