Defining herself as a teacher-educator, Dr. Crim draws from her practical experiences as a public education teacher with stu-dents who span a vibrant spectrum of learning. An alumnus of Trinity’s MAT program, she continually grows as an educator and feels so fortunate to work in an institution that focuses heavily on the student. As an educational researcher, she inter-twines her research with her practice of teaching and, consequently, her teaching with her research. Her teaching is guided by theory, centered on student learning, and steeped in reflection. Through the infusion of differentiation as a practical way to promote purposeful learning, she strives to provide opportunities for students to experience authenticity, autonomy, owner-ship in my classes. Dr. Crim embraces the foundation of differentiation as the umbrella of her scholarship and the cornerstone of her teaching.

Disclaimer: Dr. Crim has indicated she has no relevant financial relationship to disclose.

27th AnnualLearning Symposium

To download this handout go to: http://www.winston-sa.org/syllabus

Presented by Courtney Crim, Ed.D.Associate Professor, Department of Education, Trinity University

Breakout Session

Dyslexia and Giftedness

Courtney Crim, Ed.D.

THE EWING HALSELL FOUNDATIONThanks to our local sponsors:

Friday, January 27, 2017

Dyslexia and Giftedness

27th Annual Learning SymposiumThe Winston School San Antonio 1

The Unique Needs of Children with

Multiple-Exceptionalities

Dyslexia and Giftedness

Winston Learning SymposiumJanuary 27, 2017Dr. Courtney CrimTrinity University

Are Gifted Individuals With Dyslexia Successful?

Whoopi Goldberg

Daniel Radcliffe (dyspraxia)

Steven Spielberg

Tim Tebow

Anderson Cooper

Cher

Pablo Picasso

Keanu Reeves

Jay Leno

Tommy Hilfiger

Walt Disney

Winston Churchill

What is it called?

Gifted/Dyslexic

Gifted/Learning Disabled (GLD)

Twice Exceptional (2e)

Multiple-Exceptionalities

Any others?

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27th Annual Learning SymposiumThe Winston School San Antonio 2

What We Know Not always viewed as a legitimate

population –ex. Helen Keller

Argument and lack of shared history makes discussion difficult (Brody & Mills, 1997).

No clear definition of G/LD has gained consensus in the field (Brody & Mills, 1997).

Argument and confusion has continued to negatively impact children who are G/LD.

What Causes Multiple Exceptionalities?

We don’t know - Research, however, suggests three possibilities:

the co-occurrence of giftedness and dyslexia may be due to chance or naturally occurring variations in human neurology

through experience or practice, people with dyslexia develop gifts outside of the reading domain

During early neurodevelopment, learning to read is hard, but learning in other domains is not.

International Dyslexia Association

Learning Disabled

The term (Learning disabled) means a disorder in one or more of the basic psychological

processes involved in understanding or using language, spoken or written, that may

manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to

do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction,

dyslexia, and developmental aphasia

(TEA, 2004).

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Dyslexia“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (International Dyslexia Association, 2017)

Gifted (Texas)

“Gifted and talented students” means a child or youth who performs at or shows the potential for performing at remarkably high levels of accomplishment when compared to others of the same age, experience, or environment and who:

(1) Exhibits high performance capability in an intellectual, creative or artistic area;

(2) Possesses an unusual capacity for leadership; or

(3) Excels in a specific academic field

(Stephens & Karnes, 2000, p.231).

Definitions of the Gifted/ Learning Disabled (GLD)

Individuals who demonstrate exceptional ability or talent in at least one area (realized or potential), while at the

same time experience specific academic problems as a result of underlying

processing deficits (Dole, 2000).

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Common Traits of Dyslexia(Not LD in Texas) General

Vision, reading, and spelling

Hearing and speech

Writing and motor skills

Math and time management

Memory and cognition

Behavior, Health, Development and Personality

Davis Dyslexia Association International

Common traits of people with multiple exceptionalities Superior oral vocabulary

Advanced ideas and opinions

High levels of creativity and problem-solving ability

Extremely curious, imaginative, and questioning

Discrepant verbal and performance skills

Clear peaks and valleys in cognitive test profile

Wide range of interests not related to school

Specific talent or consuming interest area

Sophisticated sense of humor

3 Types of GLD

1. Identified only as gifted but also having subtle learning disabilities

2. Students not identified as gifted or learning disabled

3. Identified only as learning disabled but also having gifted tendencies

(Baum, 1994; Olenchak, 1994)

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Identified only as gifted but also having subtle LD Easily seen as gifted early on

Often demonstrate the stereotypical high scores at an early age

Performance continues until discrepancy between potential and ability grows wide

Struggle to maintain performance even at average levels

Later emergence of LD creates feelings of inadequacy

Use strong verbal abilities to charm

Hide weak abilities (usually spelling and writing)

“Work harder” – “stop being lazy”

Feel they are not gifted and living a lie

Students not identified as gifted or LD

Neither strengths nor weaknesses are outwardly evident – invisible – at grade level

Gifts mask their learning disabilities

Learning disabilities hide their gifts

Traditional classroom is a defeating environment

Vast amounts of energy are used to compensate and survive

Usually remain un-identified and un-served

Identified only as LD but also having gifted tendencies

Most at risk of the three groups

First noticed for lack of what they can do

Gifts are usually overlooked

Failing in school

Receive implicit message – you are broken and need to be “fixed”

Typically grouped in resource classrooms

High drop out rates and behavioral problems

Outside school – they often flourish

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Identification issues

Political issues – Lack of funding, number limits and dual identification limits impact GLD identification.

Test score depression – Masking of achievement score potential will hinder identification.

Teacher training – Very few courses exist that cover this population.

Teacher experience – Teachers see student frustration as behavior problems and not as possible learning difficulties.

Preconception and labels – There is an impression that those labeled as LD cannot be GT and vice versa.

Social issues – When these students drop out, they cannot be identified! There is also a high suicide rate among this population.

Needs of children with multiple exceptionalitiesStudents who are GLD are not a homogenous

group!Tasks must be respected and challenging Integrated instructional programming is neededSmall/limited remediation of area of LD Focus on talent development and gifts Teach compensation/coping strategies Grouping with G/LD peers Counseling opportunities

Where are we?

A vast number of children fall into the population of gifted/learning disabled.

Those children identified as LD who also possess high intellectual ability are the most at risk of the G/LD groups. (They are failing.)

We know individuals with giftedness and learning disabilities exist.

No consensual definition exists in the field.

Studies have demonstrated valuable findings concerning characteristics, identification, and program needs.

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Parents

Communicate with the school

Keep your child in the gifted program

Help develop a strong IEP/504 plan

Find other Multiple-Exceptional kids

Empower your child

Teachers

Recognize strengths of all students!Validate parental input!Not a homogenous group – don’t

treat them as such Integrated instructional

programming

Tasks must be respected and challenging

Project based

Student choice

Not remedial

Non traditional assessment

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Small/limited remediation

In the area of a disability, the likelihood of excellence is not realistic.

“There is a point in which continuing to focus on remediation becomes counterproductive’ (Baldwin, 1999 p. 126)

Holds them back from higher level learning (e.g., can’t go on to algebra when multiplication facts are not memorized.)

Teach compensation/coping strategies

Organization and study skills

Routine and structure

Memory tricks: visualization, mnemonic

Technology: computer, digital recorders, audio books, Kurzwell, speech to text, etc.

Provide learning materials that help self awareness– books, articles, podcasts

Address social/emotional growth Support interests, normalize

difficulties, improve self esteemGroup with GLD peersCounseling opportunities

Address areas of Multiple Intelligences

Utilize strong Learning StylesTeach multi-modality (auditory,

visual, Kinesthetic)

Address learning preferences

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*Focus on talent development and gifts*

Address areas of multiple intelligences. Utilize strong Learning Styles Teach multi-modality (auditory, visual,

Kinesthetic) Focus on gifts has shown to impact

students’ attitudes and self esteem positively as well as motivation and behavior. (Olenchak, 1995; Baum & Owen 1988)

When focusing on strengths, there is a documented, indirect effect of improving areas of weakness. (Baum & Owen 1988)

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