Summit Center

Is My Child Gifted and/or Twice-Exceptional (2E)?

theboss — Mon, 13 Jun 2011 18:00:09 +0000

Gifted:

There are numerous definitions for the term “gifted.” In essence, “gifted” means that an individual displays advanced abilities in one or more of the following domains:

Intellectual ability
Academic achievement
Visual and performing arts
Leadership ability
Creativity

Gifted children often display several of the characteristics listed below:

Rapid learner with very good memory; may be impatient with slowness of others; may resist mastering foundation skills; resists practice or drills
May be frustrated or bored at school; may not perform to potential
Concern with social and political issues and injustices; may become discouraged or overwhelmed with the problems of the world; may be highly critical of self and others
Asks probing questions; goes beyond what is being taught; may ask limitless questions; may be strong-willed; argumentative
Keen and sometimes unusual sense of humor; sees absurdities of situations; may become “class clown” to gain attention
Large vocabulary and complex sentence structure; advanced comprehension of word nuances, metaphors, and abstract ideas
Unusual emotional depth; intense feelings and reactions; highly sensitive; may feel different and alienated; emotional and intellectual development may be out of sync
Longer attention span, persistence and intense concentration when interested; may neglect duties or people during periods of focused interest
Tendency to put ideas or things together in ways that are unusual or not obvious (divergent thinking); may disrupt plans or reject what is already known
(adapted from: “A Parent’s Guide to Gifted Children”, Webb, Gore, Amend, DeVries, 2007)

Twice-Exceptional (2e)

The term twice-exceptional (2e) refers to individuals who are both gifted and have a learning, emotional, behavioral, or social issue. They are considered twice-exceptional because they fall into the exceptional range statistically for their cognitive, academic, or creative abilities and potential, and also fall in the lower end of exceptional in their deficit area. This asynchrony, or uneven development, can cause extreme frustration, stress, and emotional and behavioral reactions.

Examples of exceptionalities include: Asperger’s Disorder, Attention Deficit Hyperactivity Disorder (ADHD), Anxiety, Obsessive-Compulsive Disorder, Dyslexia, Sensory Integration Disorder (SID), and Bipolar Disorder. While the list above contains full blown diagnostic categories, many gifted individuals exhibit symptoms of the aforementioned, yet do not fully meet diagnostic criteria. While not necessarily requiring a diagnosis, these tendencies can still result in significant asynchrony, and significant difficulty.

Some examples of difficulties that 2e children may experience include: a gifted child who cannot read well due to dyslexia feels stupid, experiences low self-esteem, and stops trying in school. A gifted child with ADHD continues to get in trouble for “not paying attention” and blurting out all the answers. A gifted child with Asperger’s Disorder has tremendous difficulty in social situations and therefore becomes overwhelmed and anxious in social and learning environments, limiting his involvement in enrichment programs. Thus, identifying a child as 2e and focusing on her strengths becomes a primary target for interventions at home and in school.

Why is my child struggling?

theboss — Sun, 12 Jun 2011 18:00:28 +0000

Children are complex beings, developing at many levels at once. They are developing physically, neurologically, emotionally, and socially. In addition to their internal development, they are impacted by their external environment, whether it be their home, school, and/or extra-curricular activities. A child’s development is often asynchronous, or uneven, causing a disconnect within a child and/or concern from parents and teachers.

Nobody knows your child better than you do. Do you think that something is going on for your child? Are you wondering whether what your child is experiencing is “normal” or is a cause for concern?

Indications that your child may be struggling include:

A sudden change in behavior
Constant crying
Emotional meltdowns
Social withdrawal
Irritability
Anger
Fears and worries
Negative self-talk (“I am not good at anything”)
School refusal
Lack of friends

Some of the above are due to normal development, and yet may also suggest that your child is struggling and needs help. Summit Center has trained professionals who can help you address your concerns about your child. We can help you understand why your child may be struggling, and if so, what you can do about it.

How Do I Know If My Child Needs An Evaluation?

theboss — Sat, 11 Jun 2011 18:21:16 +0000

The purpose of an evaluation is to provide a better understanding of a child’s intellectual, academic, social, emotional, and behavioral functioning. Evaluations are often helpful in solving “mysteries” about a child’s learning, emotional reactions, and behavior. The goal of an evaluation is to determine a child’s areas of strengths and weaknesses, providing a roadmap for making parenting and school decisions. Furthermore, better understanding the “why” of your child’s behavior often provides relief to parents, teachers, and the children themselves.

Typical reasons that parents request an evaluation for their child include:

Is my child gifted?
I think my child is smart, but how smart is he/she?
If my child is so smart, how come he/she is not performing in school?
Why does my child have meltdowns so often?
Why is it so hard for my child to pay attention? Does he/she have ADHD?
Why is my child having so much trouble learning to read, do math, or write?
Why does my child have such a difficult time making and keeping friends?
Why does my child worry so much?