Dear I nt erest ed A ppl i cant , T h e Asi an Ameri can S ...
age sletter - whitworth.edu€¦ · oblem- el critical thinking (Akilli, y erest and ability in...
27
! T wice- Exceptional Newsletter For parents, teachers, and professionals. Helping twice-exceptional children reach their potential. May/June, 2016 Issue 76 e 2 TM Also Inside From the Publishers .................................................................................................................................................................................................. 2 Conference Coverage: Breakthroughs in Twice-Exceptional Education, continued .......................................................................................... 14 News and Information from the 2e Center for Research and Professional Development ................................................................................. 17 Dr. Sylvia Rimm: Parents Confused by Varying Advice ......................................................................................................................................... 21 News ......................................................................................................................................................................................................................... 22 Tech Tips from Readers ........................................................................................................................................................................................... 26 Events ....................................................................................................................................................................................................................... 27 Quote The system simply is not set up for kids who have both an intellectual disability and a sharp intellect. —Journalist and education writer Beth Hawkins Page 3 Revealing the Strengths of 2e Students by Using Technology By Jann H. Leppien, Ph.D., and Teagan M. Thomas Technology can be the key to unlocking 2e students’ potential, allowing them to concentrate on the content being taught rather than worry about the things they struggle with. Page 9 The future is showing its virtual face, and many adults are having a hard time looking it in the eye. For the past 10 years, parents have waged ongoing screen- time battles with their children. A Study by Students on their Unrestricted iPad Use By Melanie Hayes, Ed.D. Our focus for this issue — Technology for 2e learners Creating and Collaborating with iPads Empowers All Learners By Randi Cutler (pictured) and ElizaBeth Warner Page 6 iPads can empower all types of learners. We have 21 st - century learners in our classrooms who must engage in 21 st -century skills, using 21 st -century technology. iPads are loaded with apps that provide authentic, real-world tools that teach 21 st -century skills. We’ll look at some of them in this article.
Transcript of age sletter - whitworth.edu€¦ · oblem- el critical thinking (Akilli, y erest and ability in...
!Twic
e-E
xce
ptio
nal N
ewslet
ter
For
pare
nts,
tea
cher
s, a
nd p
rofe
ssio
nals
. H
elpi
ng t
wic
e-ex
cept
iona
l chi
ldre
n re
ach
thei
r po
tent
ial.
May
/Jun
e, 2
016
Is
sue
76e 2TM
Also
Insi
deFr
om t
he P
ublis
hers
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Con
fere
nce
Cov
erag
e: B
reak
thro
ughs
in T
wic
e-Ex
cept
iona
l Edu
cati
on, c
onti
nued
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.14
New
s an
d In
form
atio
n fr
om t
he 2
e C
ente
r fo
r R
esea
rch
and
Pro
fess
iona
l Dev
elop
men
t ....
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Dr.
Syl
via
Rim
m: P
aren
ts C
onfu
sed
by V
aryi
ng A
dvic
e ...
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2
Tech
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om R
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...27
Quot
eTh
e sy
stem
sim
ply
is n
ot s
et u
p fo
r kid
s
who
hav
e bo
th a
n
inte
llect
ual d
isab
ility
and
a sh
arp
inte
llect
.
—Jo
urna
list a
nd
educ
atio
n w
riter
Bet
h H
awki
ns
Page 3
Reve
alin
g th
e St
reng
ths
of 2
e St
uden
ts b
y Us
ing
Tech
nolo
gyB
y Ja
nn H
. Lep
pien
, Ph.
D.,
and
Teag
an M
. Tho
mas
Tech
nolo
gy c
an b
e th
e ke
y to
unl
ocki
ng 2
e st
uden
ts’
pote
ntia
l, al
low
ing
them
to c
once
ntra
te o
n th
e co
nten
t be
ing
taug
ht ra
ther
than
wor
ry a
bout
the
thin
gs th
ey
stru
ggle
with
.
Page 9
The
futu
re is
sho
win
g its
virt
ual f
ace,
and
man
y ad
ults
ar
e ha
ving
a h
ard
time
look
ing
it in
the
eye.
For
the
past
10
year
s, p
aren
ts h
ave
wag
ed o
ngoi
ng s
cree
n-tim
e ba
ttles
with
thei
r chi
ldre
n.
A St
udy
by S
tude
nts
on th
eir
Unre
stric
ted
iPad
Use
By
Mel
anie
Hay
es, E
d.D
.
Our f
ocus
for t
his i
ssue
— Te
chno
logy
for 2
e lea
rner
s
Crea
ting
and
Colla
bora
ting
with
iP
ads
Empo
wer
s Al
l Lea
rner
sB
y R
andi
Cut
ler
(pic
ture
d) a
nd E
lizaB
eth
War
ner
Page 6
iPad
s ca
n em
pow
er a
ll ty
pes
of le
arne
rs. W
e ha
ve 2
1st-
cent
ury
lear
ners
in o
ur c
lass
room
s w
ho m
ust e
ngag
e in
21st
-cen
tury
ski
lls, u
sing
21st
-cen
tury
tech
nolo
gy.
iPad
s ar
e lo
aded
with
app
s th
at p
rovi
de a
uthe
ntic
, re
al-w
orld
tool
s th
at te
ach
21st-c
entu
ry s
kills
. We’
ll lo
ok a
t som
e of
them
in th
is a
rtic
le.
22e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2 The
2e m
antra
is “
Build
on
the
stre
ngth
s to
sup
port
the
chal
leng
es,”
and
tech
nolo
gy c
an p
lay
a m
ajor
role
in
mak
ing
this
hap
pen
for t
wic
e-ex
cept
iona
l chi
ldre
n —
in a
cade
mic
s an
d ev
en in
life
ski
lls.
In th
is is
sue
of 2
e: T
wic
e-Ex
cept
iona
l New
slet
ter o
ur a
utho
rs p
rovi
de a
wid
e ar
ray
of te
chno
logy
ass
ists
, som
e
of w
hich
are
, we
hope
, app
licab
le to
that
2e
kidd
o yo
u ra
ise
or te
ach.
Firs
t off,
Jann
Lep
pien
and
Tea
gan
Thom
as
offe
r gui
danc
e fo
r sel
ectin
g te
chno
logy
as
wel
l as
thei
r ow
n lis
t of a
doz
en fa
vorit
e te
chno
logy
tool
s.
Rand
i Cut
ler a
nd E
lizaB
eth
War
ner u
se th
eir e
xper
ienc
e w
ith iP
ad te
chno
logy
in th
e cl
assr
oom
to d
escr
ibe
part
icul
ar a
pps
as w
ell a
s th
e be
nefit
s of
thos
e ap
ps. T
hen
Mel
anie
Hay
es, f
ound
er o
f Big
Min
ds U
nsch
ool,
a
mic
ro-s
choo
l for
2e
child
ren,
des
crib
es a
mos
t unu
sual
exp
erim
ent s
he a
nd h
er s
tude
nts
cond
ucte
d at
Big
Min
ds
on th
e lim
its o
f scr
een-
time.
Alo
ng w
ith th
e de
scrip
tion
of th
e ex
perim
ent,
Hay
es re
caps
bot
h si
des
of th
e on
goin
g
deba
te o
ver s
cree
n-tim
e on
com
pute
rs, p
hone
s, te
levi
sion
, and
tabl
ets.
We
cont
inue
our
cov
erag
e of
ses
sion
s at
Qua
dPre
p’s
Mar
ch “
Brea
ktho
ughs
” co
nfer
ence
. You
’ll re
ad w
hat
clin
ical
exp
erts
had
to s
ay o
n th
e to
pics
of:
•Un
ders
tand
ing
and
treat
ing
soci
al c
ompe
tenc
e in
chi
ldre
n w
ith A
SD
•Tr
eatin
g an
xiet
y in
chi
ldre
n an
d ad
oles
cent
s w
ith A
SD
Addi
tiona
l ses
sion
cov
erag
e w
ill a
ppea
r on
our w
ebsi
te.
The
team
from
the
2e C
ente
r for
Res
earc
h an
d Pr
ofes
sion
al D
evel
opm
ent w
raps
up
thei
r six
-par
t ser
ies
on
fact
ors
that
hel
p 2e
chi
ldre
n su
ccee
d. T
he fi
nal t
opic
: stre
ngth
-bas
ed a
cade
mic
and
beh
avio
ral s
trate
gies
, writ
-
ten
by R
ose
Bluc
her.
Find
the
entir
e se
ries
on o
ur w
ebsi
te u
nder
“2e
Res
ourc
es.”
Clic
k on
“N
ews
and
Info
rmat
ion
from
the
2e C
ente
r for
Res
earc
h an
d Pr
ofes
sion
al D
evel
opm
ent.”
Sylv
ia R
imm
dis
pens
es h
er u
sual
exc
elle
nt a
dvic
e in
her
regu
lar c
olum
n, a
nd o
ur b
ook
colu
mni
st B
ob S
eney
is ta
king
the
issu
e of
f. Yo
u’ll
also
find
our
usu
al n
ews
item
s ab
out h
appe
ning
s in
the
2e c
omm
unity
.
We
hope
the
upco
min
g su
mm
er (h
ere
in th
e N
orth
ern
Hem
isph
ere,
any
way
) is
satis
fyin
g fo
r all
of o
ur re
ader
s
— p
aren
ts, e
duca
tors
, and
clin
icia
ns.
We
hope
you
enj
oy th
is is
sue
and
than
k yo
u fo
r sub
scrib
ing!
— L
inda
C. N
eum
ann
and
J. M
ark
Bad
e
June
, 201
6
2e: T
wice
-Exc
eptio
nal N
ewsle
tter i
s a p
ublic
atio
n abo
ut tw
ice-e
xcep
tion-
al ch
ildre
n, ch
ildre
n who
are g
ifted
and w
ho ha
ve le
arni
ng di
fficu
lties
that
go b
y m
any
nam
es, i
nclu
ding
lear
ning
disa
bilit
ies,
lear
ning
diso
rder
s,
and
just
pla
in le
arni
ng d
iffer
ence
s. Ou
r goa
l is to
pro
mot
e a h
olist
ic vie
w
of th
e 2e c
hild
— no
t jus
t the
high
IQ, o
r the
quirk
ines
s, or
the d
isabi
litie
s,
but t
he ch
ild a
s a w
hole
per
son.
Com
men
ts a
nd su
gges
tions
are
alw
ays
welco
me b
y pho
ne, f
ax, o
r e-m
ail.
2e: T
wice
-Exc
eptio
nal N
ewsle
tter i
s pu
blish
ed b
i-mon
thly
in Ja
nuar
y,
Mar
ch, M
ay, J
uly,
Sept
embe
r, an
d No
vem
ber.
The
cost
for a
one
-yea
r
elec
troni
c sub
scrip
tion i
s $35
. Con
tact
us fo
r gro
up an
d ins
titut
iona
l rate
s.
Send
chan
ges o
f add
ress
to C
OFA@
2eNe
wsle
tter.c
om o
r by m
ail t
o Gl
en
Ellyn
Med
ia, P
O Bo
x 11,
Win
field
, IL 6
0190
.
Lind
a C.
Neu
man
n, E
dito
r; J.
Mar
k Ba
de, B
usin
ess
Man
ager
. Pho
ne:
630.
984.
5507
; Fax
: 630
.344
.133
2. W
eb: w
ww.2
eNew
slette
r.com
. E-m
ail:
info
@2eN
ewsle
tter.c
om.
Edito
rial A
dviso
ry B
oard
: Sus
an A
ssou
line,
Ed.
S., P
h.D.
; Sus
an B
aum
,
Ph.D
.; Ki
m B
usi,
M.D
.; Pa
ul B
elja
n, P
sy.D
.; Da
n Pe
ters
, Ph.
D.; L
inda
Kre
-
ger S
ilver
man
, Ph.
D. M
embe
rs E
mer
ita: K
athi
Kea
rney
, M.A
. Ed;
Dei
rdre
Love
cky,
Ph.D
.; Jo
an Fr
ankl
in S
mut
ny, M
.A.;
Mar
lo P
ayne
Thur
man
, M.S
.;
Mer
edith
War
shaw
, M.S
.S.,
M.A
.
The
cont
ents
of 2
e Ne
wsle
tter a
re n
ot in
tend
ed to
cons
titut
e m
edica
l or
clini
cal a
dvice
, whi
ch s
houl
d be
obt
aine
d fro
m a
lice
nsed
pra
ctiti
oner
.
The
use
of in
form
atio
n fro
m 2
e Ne
wsle
tter f
or c
omm
ercia
l pur
pose
s is
proh
ibite
d with
out c
onse
nt in
writ
ing f
rom
Gle
n El-
lyn M
edia
. Cop
yrigh
t © 2
016
by G
len E
llyn M
edia
,
unle
ss ot
herw
ise no
ted.
The y
ello
w an
d red
2e lo
go
on b
lue i
s a tr
adem
ark o
f Gle
n Elly
n Med
ia.
Wel
com
e!
Fro
m t
he
Pu
bli
she
rs
32e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
3w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
Rev
ealin
g th
e St
reng
ths
of 2
e St
uden
ts B
y U
sing
Tec
hnol
ogy
This
art
icle
is a
n ex
cerp
t fro
m “
The
Impo
rtan
ce o
f De-
sign
ing
Res
pons
ive
Curr
icul
um U
sing
Str
engt
h-B
ased
Ap
proa
ches
,” b
y Ja
nn H
. Lep
pien
, Ph.
D.,
and
Teag
an
M. T
hom
as, 2
016
.
Tech
nolo
gy is
an
impo
rtan
t too
l to
have
and
un-
ders
tand
how
to u
se, e
spec
ially
in to
day’
s fa
st-p
aced
an
d in
nova
tion-
driv
en s
ocie
ty. W
e m
ust p
repa
re o
ur
21st
- cent
ury
stud
ents
for a
wor
ld d
riven
by
tech
nolo
gy,
espe
cial
ly w
hen
they
are
look
ing
for c
aree
rs a
fter t
heir
year
s of
sch
oolin
g. T
hus,
we
mus
t hel
p in
crea
se s
tu-
dent
s’ a
dapt
abili
ty a
nd fl
exib
ility
by
allo
win
g th
em to
be
resp
onsi
ble
for t
heir
lear
ning
, to
thin
k cr
itica
lly, t
o pr
oble
m s
olve
, and
to w
ork
both
as
an in
divi
dual
and
co
oper
ativ
ely
(Nug
eni,
2001
). Te
chno
logy
is w
ell s
uite
d to
toda
y’s
stud
ents
’ le
arni
ng p
refe
renc
es. I
t can
als
o in
crea
se s
tude
nt e
n-ga
gem
ent a
nd u
nder
stan
ding
of a
topi
c, e
nhan
ce th
eir
crea
tive
prod
uctio
n an
d cr
itica
l thi
nkin
g ab
ilitie
s, a
nd
atte
nd to
thei
r abi
lity
to p
roce
ss la
rge
amou
nts
of in
for-
mat
ion
quic
kly
(Sie
gle,
200
4).
Tech
nolo
gy a
nd 2
e St
uden
tsPe
rhap
s m
ost i
mpo
rtan
tly, t
echn
olog
y ca
n be
the
key
to u
nloc
king
2e
stud
ents
’ pot
entia
l, al
low
ing
them
to
con
cent
rate
on
the
cont
ent b
eing
taug
ht ra
ther
than
w
orry
abo
ut th
e th
ings
they
stru
ggle
with
(Win
ebre
nner
, 20
03).
Stud
ents
enj
oy th
e us
e of
tech
nolo
gy b
ecau
se
it al
low
s th
em to
wor
k in
depe
nden
tly a
nd re
ceiv
e “ju
st-
in-ti
me”
sup
port
whe
n ne
eded
. Ess
entia
lly, 2
e st
u-de
nts
use
tech
nolo
gy to
enh
ance
thei
r liv
es —
not
onl
y to
com
pens
ate
for w
hat t
hey
may
not
be
able
to d
o,
but m
ore
so to
focu
s th
eir a
ttent
ion
on w
hat t
hey
can
do a
nd to
furt
her e
xplo
re a
reas
of i
nter
est.
Furt
her-
mor
e, te
chno
logi
cal a
ids,
su
ch a
s te
xt-to
-spe
ech
or o
rgan
izat
iona
l app
s,
enab
le 2
e st
uden
ts to
fre
ely
com
mun
icat
e th
eir t
hink
ing
in a
way
th
at s
uits
thei
r nee
ds
and,
in tu
rn, m
axim
izes
th
eir l
earn
ing
and
scho
ol
expe
rienc
e.
Tech
nolo
gy T
ools
for
Lear
ning
Tech
nolo
gy to
ols
such
as
Appl
e ap
ps a
nd
onlin
e re
sour
ces
can
be u
sed
in a
way
that
allo
ws
for
digi
tal s
caffo
ldin
g (s
uppo
rt),
flexi
ble
form
attin
g, a
nd
enga
ging
act
iviti
es th
at e
nhan
ce c
lass
room
inst
ruct
ion.
Th
e be
st e
duca
tiona
l tec
hnol
ogy
tool
s fo
r any
stu
dent
, es
peci
ally
gift
ed s
tude
nts,
mus
t hav
e th
e fo
llow
ing
feat
ures
:•
Be m
otiv
atin
g an
d en
gagi
ng•
Cons
ist o
f hig
h-qu
ality
con
tent
, har
dwar
e, a
nd
softw
are
•H
ave
pret
estin
g to
ens
ure
that
con
tent
is a
t the
st
uden
t’s le
vel
•Be
diff
eren
tiate
d fo
r lev
el o
f thi
nkin
g an
d sp
eed
(S
hear
d, 2
012)
. As
sta
ted
by th
e Vi
rgin
ia D
epar
tmen
t of E
duca
-tio
n (2
010)
, ass
istiv
e te
chno
logy
ass
ures
acc
ess
to
educ
atio
n an
d “m
axim
izes
effi
cien
cy a
nd fu
nctio
nalit
y fo
r all
stud
ents
,” n
o m
atte
r the
ir di
sabi
lity
(p. 6
). Fo
r in
stan
ce, a
n as
sist
ive
writ
ing
app
can
help
a s
tude
nt
who
stru
ggle
s w
ith p
rope
r sen
tenc
e fo
rmat
ion
figur
e ou
t how
to c
orre
ct s
ente
nce
stru
ctur
e er
rors
. It c
an
also
pro
vide
the
stud
ent w
ith a
mul
tisen
sory
app
roac
h th
at m
akes
lear
ning
mor
e m
eani
ngfu
l to
the
stud
ent.
Taki
ng th
ese
wor
ries
out o
f the
equ
atio
n al
low
s 2e
stu
-de
nts
to b
ecom
e be
tter w
riter
s an
d fo
cus
on w
hat t
hey
wan
t to
expr
ess.
W
hen
sele
ctin
g te
chno
logy
, con
side
r the
follo
win
g:
•W
hat t
hey
need
. Wha
t is
thei
r dis
abili
ty, w
hat
acco
mm
odat
ions
do
they
nee
d or
are
requ
ired
on
thei
r IEP
, and
wha
t stre
ngth
s an
d in
tere
st a
reas
do
they
hav
e? W
hat t
echn
olog
y su
ppor
t too
ls a
nd
devi
ces
do s
tude
nts
curr
ently
use
to fa
cilit
ate
and
enha
nce
thei
r lea
rnin
g?
•Th
e en
viro
nmen
t. H
ow a
nd w
here
will
the
stud
ent
use
the
tech
nolo
gy?
For e
xam
ple,
doe
s it
need
to
be p
orta
ble?
•
The
leve
l of i
ntel
lect
ual d
eman
d. W
hat k
now
ledg
e,
skill
s, a
nd a
ttitu
des
are
requ
ired
from
stu
dent
s in
or
der t
o su
cces
sful
ly c
ompl
ete
an a
ssig
ned
lear
ning
task
?
STOC
K PH
OTOS
42e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
4w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
Rev
ealin
g th
e St
reng
hs, c
onti
nued
Fina
lly, e
xam
ine
the
feat
ures
of t
he te
chno
logy
tool
an
d ho
w it
will
func
tion
for t
he s
tude
nt a
nd th
e en
vi-
ronm
ent (
Vize
, 201
3). T
hen
begi
n to
sea
rch
for t
ech-
nolo
gy to
ols
to s
uppo
rt th
ese
lear
ning
requ
irem
ents
. Te
chno
logy
ser
ves
mul
tiple
pur
pose
s in
the
edu-
catio
n of
2e
stud
ents
, enh
anci
ng th
eir l
earn
ing
whi
le
com
pens
atin
g fo
r the
ir ch
alle
nges
(Edy
burn
, 200
6). I
n ad
ditio
n, te
chno
logy
can
ena
ble
stud
ents
to g
ain
ac-
cess
to a
wea
lth o
f res
ourc
es to
esc
alat
e th
eir l
evel
s of
ex
pert
ise
whi
le s
ervi
ng a
s an
effe
ctiv
e to
ol fo
r lev
erag
-in
g th
eir s
treng
ths.
Ref
eren
ces
Edyb
urn,
D.L
. (20
06).
Cogn
itive
pro
sthe
ses
for s
tu-
dent
s w
ith m
ild d
isab
ilitie
s: Is
this
wha
t ass
istiv
e te
chno
logy
look
s lik
e? Jo
urna
l of S
peci
al E
duca
-tio
n Te
chno
logy
, 21
(4),
62-6
5.N
ugen
i, S.
(200
1). T
echn
olog
y: F
ocus
, fac
ets,
and
the
futu
re. G
ifted
Chi
ld T
oday
, 24
(4),
38-4
5.Sh
eard
. W. (
2012
). Ed
ucat
ion
tech
nolo
gy fo
r ou
r ch
il-dr
en. S
ENG
Vine
. Ret
rieve
d fro
m h
ttps:
//se
ngift
ed.
org/
arch
ives
/art
icle
s/ed
ucat
ion-
tech
nolo
gy.
Sieg
le, D
. (20
04).
The
mer
ging
of l
itera
cy a
nd te
chno
l-og
y in
the
21st c
entu
ry: A
bon
us fo
r gift
ed e
duca
-tio
n. G
ifted
Chi
ld T
oday
, 27
(2),
32-3
5.Vi
rgin
ia D
epar
tmen
t of E
duca
tion.
(201
0). I
nfus
ing
as-
sist
ive
tech
nolo
gy fo
r le
arni
ng: A
ssur
ing
acce
ss to
al
l stu
dent
s. V
A: C
omm
onw
ealth
of V
irgin
ia D
epar
t-m
ent o
f Edu
catio
n.Vi
ze, A
. Usi
ng a
ssis
tive
tech
nolo
gy. P
ract
ical
Prim
ary,
37
-41.
Win
ebre
nner
, S.,
(200
3). T
each
ing
stra
tegi
es fo
r tw
ice
exce
ptio
nal s
tude
nts.
Inte
rven
tion
in S
choo
l and
Cl
inic
, 38
(3),
131-
137.
Jann
Lep
pien
, Ph.
D.,
is th
e M
argo
Lo
ng E
ndow
ed C
hair
in G
ifted
Edu
-ca
tion
and
Asso
ciat
e Pr
ofes
sor
in
the
Scho
ol o
f Edu
catio
n at
Whi
t-w
orth
Uni
vers
ity in
Spo
kane
, Was
h-in
gton
. She
has
ser
ved
on th
e bo
ard
of th
e N
atio
nal A
ssoc
iatio
n fo
r G
ifted
Ch
ildre
n an
d cu
rren
tly s
erve
s on
the
Div
ersi
ty C
omm
ittee
. She
is a
lso
a bo
ard
mem
ber
of th
e As
soci
atio
n fo
r th
e Ed
ucat
ion
of G
ifted
Und
erac
hiev
-in
g St
uden
ts (A
EGU
S) a
nd s
erve
s on
th
e ad
viso
ry b
oard
of t
he 2
e Ce
nter
for
Res
earc
h an
d Pr
ofes
sion
al D
evel
opm
ent.
In a
dditi
on, s
he is
Pre
si-
dent
of E
dufe
st, a
sum
mer
teac
hing
and
lear
ning
inst
i-tu
te h
eld
in B
oise
, Ida
ho (w
ww.
eduf
est.o
rg).
Teag
an T
hom
as, a
gra
duat
e st
uden
t at
Whi
twor
th U
nive
rsity
, is
obta
inin
g he
r de
gree
in g
ifted
and
tale
nted
ed
ucat
ion.
She
is a
lso
a gr
adua
te
assi
stan
t for
Whi
twor
th’s
Cen
ter
for
Gift
ed E
duca
tion,
wor
king
und
er th
e di
rect
ion
of D
r. Ja
nn L
eppi
en. M
s.
Thom
as is
a 2
015
Gro
sven
or T
each
-er
Fel
low
and
was
sel
ecte
d by
Na-
tiona
l Geo
grap
hic
and
Lind
blad
Ex-
pedi
tions
to tr
avel
to th
e Ar
ctic
Circ
le
to r
esea
rch
the
regi
on’s
clim
ate
and
ecos
yste
m in
ord
er to
dev
elop
adv
ance
d le
arni
ng o
p-po
rtun
ities
for
mid
dle
scho
ol s
cien
ce s
tude
nts.
2e
Her
e’s
our l
ist o
f the
top
12 te
chno
logy
tool
s fo
r 2e
stud
ents
...
1. E
xpla
in E
very
thin
g (h
ttp:/
/exp
lain
ever
y-th
ing.
com
) — a
des
ign
tool
for a
nnot
atin
g,
anim
atin
g, a
nd c
reat
ing
narr
ativ
e ex
plan
atio
ns
and
pres
enta
tions
. It
serv
es a
s an
inte
ract
ive
whi
tebo
ard
and
enab
les
stud
ents
to im
port
doc
umen
ts, v
ideo
s, a
nd p
rese
nta-
tions
. Stu
dent
s ca
n us
e th
e re
cord
ing
func
tion
to re
-co
rd th
eir w
ritin
g an
d th
eir v
oice
s ab
out a
key
con
cept
th
ey a
re le
arni
ng.
2. R
ev (w
ww.
rev.
com
) — a
n ap
p de
sign
ed fo
r bot
h th
e iP
hone
and
iPad
as
wel
l as
Andr
oid
devi
ces.
Rev
pro
-vi
des
stud
ents
with
a w
ay o
f com
mun
icat
ing
and
shar
-in
g th
eir t
hink
ing.
It s
erve
s as
a v
oice
reco
rder
that
al
low
s us
ers
to d
ownl
oad
and
save
reco
rdin
gs a
s w
ell
as to
org
aniz
e an
d ed
it sp
eech
-to-te
xt tr
ansc
riptio
ns.
3. B
row
seal
oud
(ww
w.te
xthe
lp.c
om/e
n-us
/pro
duct
s/br
owse
alou
d) —
sof
twar
e th
at re
ads
and
trans
late
s in
form
atio
n al
oud
from
pla
ces
like
web
site
s an
d ot
her
onlin
e so
urce
s. B
row
seal
oud
faci
litat
es a
cces
s an
d pa
rtic
ipat
ion
for t
hose
who
hav
e vi
sual
or a
udito
ry
impa
irmen
ts, e
ngag
ing
user
s w
ith n
atur
al v
oice
s an
d in
mul
tiple
lang
uage
s.
4. E
vern
ote
(http
s://
ever
note
.com
) — a
n ap
p fo
r Ap
ple
and
Win
dow
s pr
oduc
ts th
at p
rovi
des
a si
ngle
w
orks
pace
whe
re u
sers
can
writ
e, c
olle
ct th
ough
ts,
Top
Tech
nolo
gy T
ools
52e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
5w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
Top
Tech
nolo
gy T
ools
, con
tinu
ed
hold
dis
cuss
ions
, and
pre
sent
idea
s. It
giv
es s
tude
nts
a m
eans
for o
rgan
izin
g in
form
atio
n as
wel
l as
taki
ng
note
s, a
nnot
atin
g te
xt, c
ompl
etin
g as
sign
men
ts, a
nd
crea
ting
scho
ol p
roje
cts.
In a
dditi
on, E
vern
ote
sync
s in
form
atio
n to
alm
ost a
ny d
evic
e, e
nabl
ing
stud
ents
to
shar
e th
eir w
ork.
5. P
adle
t (ht
tps:
//pa
dlet
.com
) — a
flex
ible
app
de-
sign
ed fo
r the
iPho
ne a
nd iP
ad th
at fu
nctio
ns a
s an
op
en c
anva
s fo
r blo
ggin
g an
d cr
eatin
g m
ultim
edia
pr
oduc
ts. I
t ena
bles
use
rs to
atta
ch v
ideo
s, a
dd a
udio
re
cord
ings
, ins
ert p
hoto
s, c
ompo
se p
assa
ges,
or u
p-lo
ad d
ocum
ents
. The
app
lets
stu
dent
s ea
sily
cus
tom
-iz
e th
eir P
adle
t cre
atio
ns, s
harin
g an
d ed
iting
them
am
ong
vario
us c
ontri
buto
rs.
6. D
o it
(Tom
orro
w) (
ww
w.to
mor
row.
do) —
an
orga
niza
-tio
nal a
pp fo
r App
le a
nd A
ndro
id d
evic
es w
hich
allo
ws
user
s to
set
rem
inde
rs fo
r dai
ly ta
sks
(but
als
o m
akes
it
easy
to p
ush
task
s of
f to
tom
orro
w).
The
sim
ple
in-
terf
ace
of D
o it
(Tom
orro
w) l
ets
user
s vi
ew p
ast t
asks
, de
lete
task
s, d
elay
task
s to
ano
ther
day
, syn
c to
-do
lists
to o
ther
dev
ices
, and
bac
k up
info
rmat
ion
to th
e cl
oud.
Thi
s ap
p is
han
dy fo
r set
ting
and
mai
ntai
ning
sh
ort-
and
long
-term
goa
ls.
7. G
oAni
mat
e (h
ttps:
//go
anim
ate4
scho
ols.
com
) — a
n on
line
reso
urce
that
eng
ages
stu
dent
s in
a s
afe
envi
-ro
nmen
t and
in a
fun
and
inte
ract
ive
man
ner.
The
app
enab
les
stud
ents
to p
rodu
ce v
ideo
s, c
reat
ing
char
ac-
ters
, sce
nes,
and
plo
ts th
at il
lust
rate
thei
r lea
rnin
g of
co
nten
t. In
add
ition
, it p
rovi
des
stud
ents
with
lang
uage
sk
ill p
ract
ice
and
inco
rpor
ates
text
-to-s
peec
h te
chno
l-og
y. Te
ache
rs c
an u
se th
e ap
p to
intro
duce
less
ons,
cr
eate
pre
sent
atio
ns, a
nd c
heck
for u
nder
stan
ding
. Th
e ap
p is
als
o a
usef
ul to
ol fo
r edu
cato
rs u
sing
a
“flip
ped
clas
sroo
m”
mod
el fo
r del
iver
ing
inst
ruct
ion
onlin
e. W
ith G
oAni
mat
e, th
ey c
an p
rodu
ce a
nim
ated
vi
deos
, lec
ture
s, le
sson
s, a
nd a
sses
smen
ts to
enh
ance
le
arni
ng o
utsi
de th
e cl
assr
oom
, res
ervi
ng c
lass
tim
e fo
r col
labo
rativ
e w
ork,
con
cept
mas
tery
exe
rcis
es, a
nd
expe
rimen
ts.
8. W
ordQ
/Spe
akQ
(ww
w.go
qsof
twar
e.co
m/w
ordQ
-sp
eakQ
.php
) — s
oftw
are
reso
urce
s th
at c
an b
e us
ed
toge
ther
to p
rovi
de s
tude
nts
with
hel
p co
mm
unic
at-
ing
thei
r thi
nkin
g an
d fix
ing
writ
ing
mis
take
s. W
ordQ
su
gges
ts w
ord
choi
ces
and
also
pro
vide
s co
nstru
ctiv
e fe
edba
ck. S
peak
Q al
low
s st
uden
ts to
dic
tate
wor
ds
into
doc
umen
ts. W
hen
used
in c
ombi
natio
n, th
e tw
o ap
ps h
ave
text
-to-s
peec
h ca
pabi
litie
s an
d he
lp s
tu-
dent
s w
ith w
ritin
g sk
ills
such
as
spel
ling,
pro
ofre
adin
g,
and
gram
mar
.
9. A
nnou
ncify
(http
://g
driv.
es/a
nnou
ncify
) — a
text
-to
-spe
ech
app
that
read
s ou
t lou
d a
varie
ty o
f inf
or-
mat
ion,
incl
udin
g ca
lend
ar e
vent
s, te
xt m
essa
ges,
w
ebsi
tes,
or e
ven
who
le d
ocum
ents
. Stu
dent
s ca
n cu
stom
ize
it to
thei
r lik
ing.
10. B
labb
eriz
e (h
ttp:/
/bla
bber
ize.
com
) — a
web
site
re
sour
ce th
at a
llow
s st
uden
ts to
ani
mat
e an
y im
age
to
mak
e it
spea
k. T
he u
ser j
ust s
peci
fies
the
part
of t
he
imag
e th
at s
houl
d sp
eak
and
then
upl
oads
the
audi
o re
cord
ing.
Thi
s to
ol p
rovi
des
a gr
eat o
ppor
tuni
ty fo
r st
uden
ts to
bot
h be
cre
ativ
e an
d de
velo
p th
eir l
an-
guag
e sk
ills.
11. L
ives
crib
e Pe
n (w
ww.
lives
crib
e.co
m) —
an
actu
al
pen
that
cap
ture
s ev
eryt
hing
the
user
hea
rs a
nd
writ
es, a
nd th
en tr
ansc
ribes
it in
to a
form
at
suita
ble
for A
ndro
id a
nd A
pple
dev
ices
. Th
is o
rgan
izat
iona
l too
l can
hel
p st
uden
ts k
eep
track
of a
ssig
n-m
ents
in a
way
that
fits
thei
r le
arni
ng s
tyle
. A v
arie
ty
of L
ives
crib
e pe
ns a
re
avai
labl
e, in
clud
ing
the
Echo
Sm
artp
en, w
hich
tran
s-fe
rs re
cord
ings
into
a P
DF
or a
udio
file
, and
the
Sky
Smar
tpen
, whi
ch tr
ansf
ers
data
into
Eve
rnot
e fil
es.
12. E
Dpu
zzle
(http
s://
edpu
zzle
.com
) — a
n on
line
tool
th
at h
elps
teac
hers
and
stu
dent
s sh
are
vide
os a
nd
audi
o fil
es. T
he in
tent
ion
is to
mak
e le
arni
ng m
ore
acce
ssib
le a
nd m
ultis
enso
ry. E
Dpu
zzle
allo
ws
user
s to
ed
it vi
deo
and
audi
o fil
es, c
reat
e qu
izze
s, a
nd s
hare
pr
oduc
ts th
roug
h m
ultip
le s
ocia
l med
ia o
utle
ts. I
n ad
ditio
n, it
ena
bles
teac
hers
to m
onito
r the
con
tent
ex
perie
nced
by
stud
ents
.
—JL
& T
T
62e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
6w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
Crea
ting
and
Col
labo
rati
ng w
ith
iPad
s Em
pow
ers
All L
earn
ers
By R
andi
Cut
ler a
nd El
izaBe
th W
arne
r
Toda
y’s
stud
ents
are
sur
roun
ded
by te
chno
logy
fro
m th
e m
omen
t the
y aw
aken
to th
e m
inut
e th
ey g
o to
be
d; a
nd, l
et’s
face
it, t
he y
outh
toda
y ar
e of
ten
bette
r w
ith te
chno
logy
than
we
adul
ts a
re. T
hose
of u
s w
ho
are
teac
hers
are
use
d to
bei
ng th
e ex
pert
in th
e ro
om;
but w
e m
ust b
e w
illin
g to
let t
hat g
o w
hen
it co
mes
to
tech
nolo
gy. S
o th
ree
year
s ag
o, th
e tw
o of
us
jum
ped
at th
e ch
ance
to p
artic
ipat
e in
an
iPad
pilo
t pro
gram
in
our s
choo
l dis
trict
. W
e w
ere
task
ed w
ith d
isco
verin
g w
ays
in w
hich
st
uden
ts c
ould
impr
ove
thei
r 21st
-cen
tury
ski
lls —
the
set o
f ski
lls s
tude
nts
need
to d
evel
op to
suc
ceed
in
toda
y’s
com
plex
info
rmat
ion
— a
nd te
chno
logy
-driv
en
soci
ety.
At th
e tim
e, m
any
teac
hers
wer
e ju
st h
avin
g th
eir s
tude
nts
use
iPad
s to
pra
ctic
e ba
sic
skill
s; b
ut
we
won
dere
d: W
ere
ther
e op
port
uniti
es fo
r stu
dent
s to
do
mor
e? C
ould
our
stu
dent
s en
gage
in c
olla
bora
tion,
co
mm
unic
atio
n, c
reat
ivity
, and
crit
ical
thin
king
with
an
iPad
?
You
bet t
hey
coul
d! N
ot o
nly
did
we
disc
over
that
iP
ads
can
truly
insp
ire s
tude
nts
in th
ese
area
s, w
e di
s-co
vere
d th
at iP
ads
can
empo
wer
all
type
s of
lear
ners
. W
e ha
ve 2
1st-c
entu
ry le
arne
rs in
our
cla
ssro
oms
who
m
ust e
ngag
e in
21st
-cen
tury
ski
lls, u
sing
21st
-cen
tury
te
chno
logy
. iPa
ds a
re lo
aded
with
app
s th
at p
rovi
de a
u-th
entic
, rea
l-wor
ld to
ols
that
teac
h 21
st-c
entu
ry s
kills
. W
e’ll
look
at s
ome
of th
em in
this
art
icle
.
Dev
elop
ing
and
Fost
erin
g C
olla
bora
tion
and
C
omm
unic
atio
nIn
tera
ctiv
e w
hite
boar
d ap
ps c
an re
plac
e th
e tra
di-
tiona
l whi
tebo
ard
and
dry
eras
e m
arke
rs in
the
clas
s-ro
om. W
hile
teac
hers
use
thes
e ap
ps to
teac
h le
sson
s,
stud
ents
can
use
them
to c
olla
bora
te a
nd c
omm
uni-
cate
. The
app
s en
able
stu
dent
s to
bot
h as
sess
thei
r ow
n le
arni
ng a
nd c
reat
e a
scre
enca
st to
sha
re th
eir
lear
ning
with
thei
r cla
ssm
ates
. St
uden
ts u
se th
eir fi
nger
as
a m
ouse
to w
rite
di-
rect
ly o
nto
the
iPad
scr
een.
Als
o w
ith a
touc
h of
thei
r fin
ger,
they
can
add
and
man
ipul
ate
imag
es o
n th
e sc
reen
. The
resu
lts c
an b
e di
spla
yed
in th
e cl
assr
oom
th
roug
h a
digi
tal p
roje
ctor
or a
dev
ice
such
as
an A
pple
TV
. So
me
inte
ract
ive
whi
tebo
ard
apps
that
we
have
ha
d gr
eat s
ucce
ss w
ith a
re:
•Ed
ucre
atio
ns b
y Ed
ucre
atio
ns, I
nc.
•Sh
ow M
e by
Lea
rnba
t, In
c.•
Doo
dle
Budd
y, by
Din
opilo
t•
Expl
ain
Ever
ythi
ng In
tera
ctiv
e W
hite
boar
d by
Ex
plai
n Ev
eryt
hing
, Inc
. Th
ese
apps
are
bot
h ea
sy to
lear
n an
d, in
man
y ca
ses,
fre
e. M
ost s
tude
nts
can
mas
ter t
hem
afte
r a q
uick
ses
-si
on o
f tria
l and
erro
r, bu
t ide
as a
re a
vaila
ble
onlin
e fo
r
thos
e w
ho re
quire
mor
e di
rect
ion.
A
nice
feat
ure
of th
ese
apps
is th
at s
tude
nts
are
able
to a
dd p
hoto
s fro
m th
e iP
ad’s
cam
era
roll.
Stu
-de
nts
who
are
not
con
fiden
t in
thei
r art
ski
lls c
an b
ring
med
ia o
nto
thei
r boa
rd to
enh
ance
thei
r pre
sent
atio
n.
To a
dd te
xt o
nto
thei
r int
erac
tive
whi
tebo
ard,
stu
-de
nts
can
writ
e di
rect
ly o
nto
thei
r iPa
d sc
reen
with
th
eir fi
nger
or a
sty
lus.
For
stu
dent
s w
ho s
trugg
le w
ith
hand
writ
ing,
thes
e ap
ps a
lso
have
typi
ng c
apab
ilitie
s th
at a
llow
use
rs to
pla
y w
ith d
iffer
ent f
onts
, col
ors,
and
ty
pe s
ize.
Fi
nally
, the
se a
pps
allo
w s
tude
nts
to c
reat
e sc
re-
enca
sts
— re
cord
act
ion
on th
e w
hite
boar
d w
hile
nar
-ra
ting
— to
sho
w w
hat t
hey
have
lear
ned.
Stu
dent
s ca
n th
en s
ave
thei
r wor
k on
the
iPad
and
prin
t or e
xpor
t it.
We
have
suc
cess
fully
use
d w
hite
boar
d ap
ps in
m
ultip
le s
ubje
cts
in o
ur c
lass
room
s. In
soc
ial s
tudi
es,
for e
xam
ple,
stu
dent
s ca
n sh
ow th
eir u
nder
stan
ding
of
map
s, p
rodu
ce a
qui
ck re
port
on
a hi
stor
ical
figu
re,
disp
lay
phot
os o
f his
toric
al e
vent
s, a
nd c
reat
e tim
e-lin
es w
ith e
ase.
In s
cien
ce, s
tude
nts
can
draw
and
ill
ustra
te p
arts
of a
cel
l, di
agra
m a
bod
y sy
stem
, or
labe
l an
illus
tratio
n sh
owin
g th
e pa
rts
of a
vol
cano
or
plan
t. In
tera
ctiv
e w
hite
boar
d ap
ps h
elp
stud
ents
sho
w
thei
r und
erst
andi
ng o
f man
y m
athe
mat
ical
pra
ctic
es
and
deco
mpo
se a
com
plex
wor
d pr
oble
m. I
n lit
erat
ure,
th
ey h
ave
enab
led
stud
ents
to d
iagr
am a
plo
t, cr
eate
a
char
acte
r ske
tch,
out
line
text
ual e
vide
nce
from
a
nove
l, an
d ev
en d
iagr
am s
ente
nces
.
Dev
elop
ing
and
Fost
erin
g C
reat
ivit
ySt
uden
ts b
ecom
e st
oryt
elle
rs th
roug
h ph
otog
-ra
phy,
scrip
twrit
ing,
des
igni
ng, e
ditin
g, a
nd
dire
ctin
g cr
eativ
e pr
esen
tatio
ns. A
few
72e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
7w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
icCr
eati
ng a
nd C
olla
bora
ting
, con
tinu
ed
stor
ytel
ling
and
film
-pro
duci
ng a
pps
that
we’
ve h
ad
grea
t suc
cess
with
incl
ude:
•iM
ovie
by
Appl
e•
Gre
en S
cree
n by
Do
Ink
•Ad
obe
Voic
e by
Ado
be.
Rece
ntly,
we’
ve a
dded
Boo
k Cr
eato
r by
Red
Jum
per
Lim
ited
to o
ur m
ixtu
re o
f film
-mak
ing
tool
s.Ea
ch o
f the
se a
pps
prov
ides
vid
eo re
cord
ing
capa
-bi
lity
with
in th
e ap
p or
the
oppo
rtun
ity to
impo
rt v
ideo
fro
m th
e iP
ad c
amer
a ro
ll. S
tude
nts
beco
me
expe
rt
vide
ogra
pher
s af
ter a
few
vid
eo-c
aptu
ring
even
ts.
iMov
ie is
a fa
ntas
tic a
pp w
ith m
any
tem
plat
es
that
pro
mpt
stu
dent
s fo
r nee
ded
vide
o sh
ots
and
text
. Th
is a
pp is
a fa
vorit
e of
our
stu
dent
s to
repl
ace
book
re
port
s an
d bo
ok ta
lks.
We
have
foun
d th
at iM
ovie
re
veal
s ne
w p
ersp
ectiv
es a
bout
our
stu
dent
s. H
ow a
st
uden
t use
s th
e te
mpl
ates
with
the
app
imm
edia
tely
re
veal
s th
at s
tude
nt’s
ow
n cr
eativ
e ey
e. S
tude
nts
are
over
joye
d to
pre
sent
thei
r pro
ject
s, a
nd th
ey in
spire
on
e an
othe
r with
thei
r mov
ie -m
akin
g pr
oduc
tions
. G
reen
Scr
een
prod
uctio
ns a
re w
ildly
aut
hent
ic
to re
al-w
orld
gre
en s
cree
n re
cord
ings
. Stu
dent
s ha
ve
used
gre
en s
cree
n pr
oduc
tions
to h
ighl
ight
set
tings
in
nove
ls o
r his
toric
al p
lace
s ar
ound
the
wor
ld. T
he G
reen
Sc
reen
app
has
insp
ired
new
scas
ts, t
alk
show
s, a
nd
pers
uasi
ve c
omm
erci
al a
dver
tisem
ents
in o
ur c
lass
-ro
oms.
An
othe
r stu
dent
favo
rite
is A
dobe
Voi
ce, o
ne o
f the
ea
sies
t cre
ativ
e pr
oduc
ing
apps
we’
ve e
ncou
nter
ed.
Stud
ents
can
writ
e, re
cord
, and
cap
ture
vid
eo a
nd
pict
ures
with
gre
at e
ase.
In o
ne c
lass
per
iod
they
can
as
sem
ble
a pr
oduc
tion.
Ado
be V
oice
has
bee
n us
ed to
re
tell
stor
ies,
illu
stra
te p
oetr
y, pr
ovid
e in
stru
ctio
ns, a
nd
add
a pe
rson
al to
uch
to a
ny s
tory
telli
ng o
ppor
tuni
ty.
The
final
app
in th
is c
ateg
ory,
Book
Cre
ator
, pro
-vi
des
tem
plat
es fo
r cre
atin
g al
l typ
e of
boo
ks, f
rom
co
mic
boo
ks, t
o ph
oto
book
s, to
stu
dy g
uide
s. In
add
i-tio
n, s
tude
nts
can
easi
ly c
reat
e po
rtfo
lios
that
inco
rpo-
rate
pho
tos
of th
eir w
ork.
Dev
elop
ing
and
Fost
erin
g C
riti
cal T
hink
ing
and
Pro
blem
Sol
ving
Stud
ents
can
dev
elop
crit
ical
thin
king
and
pro
b-le
m-s
olvi
ng s
kills
with
a m
ultit
ude
of g
raph
ic o
rgan
iz-
ers
and
visu
al te
mpl
ates
for t
he iP
ad. A
mon
g th
e ap
ps
in th
is c
ateg
ory
is P
oppl
et, a
mus
t-hav
e ap
p by
Not
ion.
It’
s bo
th e
asy
to u
se a
nd e
asy
to a
pply
to a
ny s
ituat
ion
or s
ubje
ct.
With
in P
oppl
et, a
stu
dent
can
reco
rd fa
cts
and
thou
ghts
, and
add
imag
es to
illu
stra
te a
topi
c or
eve
nt.
The
app
aids
in o
rgan
izin
g no
tes,
gen
erat
ing
new
id
eas,
and
pla
nnin
g pr
ojec
ts b
y fu
nctio
ning
as
a m
ind-
map
ping
tool
or o
nlin
e gr
aphi
c or
gani
zer —
a m
eans
to
visu
ally
sho
w id
eas
and
conc
epts
. It e
nabl
es s
tude
nts
to re
cord
thou
ghts
, cre
ate
phot
o ga
llerie
s, a
nd b
undl
e id
eas
and
timel
ines
.Ou
r stu
dent
s ha
ve u
sed
Popp
let t
o or
gani
ze th
eir
idea
s fo
r ass
ignm
ents
suc
h as
com
parin
g an
d co
n-tra
stin
g a
book
and
a m
ovie
, com
parin
g ch
arac
ters
, sh
owin
g ca
use
and
effe
ct, a
nd o
rgan
izin
g pr
ewrit
ing
activ
ities
. The
y ha
ve e
ven
used
the
app
in m
ath
to c
re-
ate
a Ve
nn d
iagr
am c
ontra
stin
g pr
ime
vs. c
ompo
site
nu
mbe
rs.
Anot
her i
Pad
app
in th
is c
ateg
ory,
Tool
s 4
Stu-
dent
s by
Mob
ile L
earn
ing
Serv
ices
, offe
rs o
ver 5
0 gr
aphi
c or
gani
zers
sui
tabl
e fo
r any
occ
asio
n or
sub
ject
. Ev
ery
orga
nize
r can
be
used
repe
ated
ly a
nd e
mai
led,
tra
nsfe
rred
via
a s
ervi
ce s
uch
as D
ropB
ox, o
r sav
ed a
s a
PDF.
Wha
t W
e Le
arne
d Fr
om o
ur p
ilot,
we
disc
over
ed th
at e
mpl
oyin
g te
chno
logy
em
pow
ers
all l
earn
ers,
incl
udin
g th
ose
who
are
twic
e ex
cept
iona
l. Tw
ice-
exce
ptio
nal l
earn
ers
exce
l whe
n gi
ven
crea
tive
and
colla
bora
tive
oppo
rtun
i-tie
s th
at e
ase
thei
r anx
iety
and
allo
w th
em to
shi
ne
by b
eing
see
n di
ffere
ntly
than
as
just
2e
lear
ners
. The
ch
alle
nges
and
diff
eren
ces
of th
e 2e
lear
ner a
re le
v-el
ed w
ith iP
ads
and
the
mul
titud
e of
app
s av
aila
ble,
so
that
the
iPad
bec
omes
a to
ol o
f em
pow
erm
ent f
or 2
e st
uden
ts.
Usin
g iP
ads
to ta
p in
to s
tude
nt s
treng
ths
is m
oti-
vatin
g fo
r all
stud
ents
and
lead
s to
hig
her -l
evel
thin
k-in
g, p
rom
otes
cre
ativ
ity, a
nd p
rese
nts
prob
lem
-sol
ving
op
port
uniti
es. S
tude
nts
can
mak
e ex
traor
dina
ry c
on-
tribu
tions
to th
eir c
lass
room
and
the
glob
al c
lass
room
at
larg
e th
roug
h au
then
tic p
roje
cts
crea
ted
on
iPad
s.
For
Mor
e In
form
atio
n
To le
arn
mor
e ab
out s
ome
of th
e ap
ps d
is-
cuss
ed in
this
art
icle
and
to s
ee e
xam
ples
of w
hat
stud
ents
hav
e do
ne u
sing
iPad
app
s, v
isit
this
si
te: h
ttps:
//go
o.gl
/poc
9Zp.
To s
ee s
lides
from
our
pre
sent
atio
n on
this
to
pic
at la
st y
ear’s
NAG
C Co
nfer
ence
, vis
it th
is
site
: ww
w.ev
ents
crib
e.co
m/2
015/
nagc
/ass
ets/
pdf/
2169
49.p
df.
82e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
8w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
Alon
g w
ith d
rivin
g st
uden
t int
eres
t and
exp
lora
tion,
pr
ojec
ts w
ith iP
ads
apps
can
giv
e st
uden
ts th
e op
por-
tuni
ty to
hig
hlig
ht th
eir e
xper
tise.
Stu
dent
s th
rive
whe
n th
ey h
ave
the
chan
ce to
be
the
expe
rt a
nd te
st th
eir
crea
tive
effo
rts.
iPad
s pr
ovid
e op
port
uniti
es fo
r stu
-de
nts
to s
hine
with
new
ski
lls, i
deas
, and
per
spec
tives
. Th
e ea
se w
ith w
hich
they
can
cre
ate
and
shar
e th
eir
wor
k m
otiv
ates
aut
hent
ic o
wne
rshi
p of
per
sona
l thi
nk-
ing,
and
the
prod
uct d
emon
stra
tes
a gr
and
pers
onal
ac
com
plis
hmen
t, no
t jus
t gam
e pl
ay o
r ski
ll pr
actic
e.
So in
deed
, the
re a
re m
any
apps
ava
ilabl
e fo
r iPa
ds
that
eng
age
all s
tude
nts
in 2
1st-c
entu
ry s
kills
. Bas
ed
upon
the
prod
ucts
our
ow
n st
uden
ts h
ave
crea
ted,
we
are
confi
dent
that
our
futu
re is
in g
ood
hand
s.
Ran
di C
utle
r is
a g
ifted
sp
ecia
list i
n th
e Pa
radi
se
Valle
y Un
ified
Sch
ool D
is-
tric
t in
Phoe
nix,
Ariz
ona.
Sh
e ha
s a
deca
de o
f gift
ed
educ
atio
n ex
perie
nce
as
a cl
uste
r te
ache
r an
d as
a
gift
ed s
peci
alis
t. In
fusi
ng
her
clas
sroo
m w
ith te
ch-
nolo
gy is
her
pas
sion
, and
sh
e pa
rtic
ipat
es r
egul
arly
in
dis
tric
t pilo
t pro
gram
s su
ch a
s Fl
ippi
ng th
e Cl
ass-
room
and
Col
labo
ratin
g w
ith iP
ads.
She
cond
ucts
nu-
mer
ous
prof
essi
onal
dev
elop
men
t cla
sses
for
Para
dise
Va
lley,
and
has
pre
sent
ed a
t bot
h th
e N
atio
nal A
sso-
ciat
ion
of G
ifted
Chi
ldre
n an
d Ar
izon
a As
soci
atio
n fo
r G
ifted
and
Tal
ente
d co
nfer
ence
s. In
201
5, C
utle
r w
as
nom
inat
ed a
s th
e Ar
izon
a G
ifted
Tea
cher
of t
he Y
ear.
Som
e A
ddit
iona
l Cre
ativ
e A
pps
that
We
Love
•Tr
adin
g Ca
rds
by R
eadW
riteT
hink
— In
this
app
trad
ing
card
s ar
e cr
eate
d us
ing
built
-in te
mpl
ates
for
a fic
tiona
l or r
eal p
erso
n, fi
ctio
nal o
r rea
l pla
ce, o
bjec
t, ev
ent,
or w
ord.
Stu
dent
s ca
n br
ing
in a
pic
ture
th
roug
h th
e ca
mer
a ro
ll an
d th
e ap
p pr
ovid
es g
uidi
ng q
uest
ions
that
mov
e fro
m b
asic
det
ails
to h
ighe
r-le
vel t
hink
ing
to h
elp
stud
ents
fill
in th
e ca
tego
ries
on th
e ca
rd a
nd e
nd w
ith a
dee
per u
nder
stan
ding
.
•W
ante
d Po
ster
Pro
by
Nes
tor B
orgo
— H
ave
you
just
fini
shed
a n
ovel
and
you
wan
t the
stu
dent
s to
co
mpa
re a
nd c
ontra
st th
e an
tago
nist
ver
sus
the
prot
agon
ist?
How
abo
ut c
reat
ing
a w
ante
d po
ster
for
each
of t
he c
hara
cter
s? W
ante
d Po
ster
Pro
is a
noth
er e
asy
app
that
stu
dent
s ca
n qu
ickl
y m
aste
r. In
no
time
you
will
hav
e yo
ur c
lass
room
cov
ered
with
“w
ante
d” p
eopl
e or
item
s. S
tude
nts’
cre
ativ
ity e
mer
ges
as y
ou re
ad th
e re
ason
s a
pers
on o
r obj
ect i
s w
ante
d.
•Pi
c Co
llage
/Pic
Col
lage
for K
ids
by C
ardi
nal B
lue
— T
his
is o
ne o
f the
mos
t ver
satil
e ap
ps w
e ha
ve
com
e ac
ross
. Gon
e ar
e th
e da
ys o
f hau
ling
out c
onst
ruct
ion
pape
r, m
agaz
ines
, sci
ssor
s, g
lue,
and
m
arke
rs. J
ust b
ring
out y
our i
Pads
and
ope
n th
is a
pp. S
tude
nts
sele
ct fr
om a
mul
titud
e of
layo
uts
and
back
grou
nds,
they
cho
ose
phot
os fr
om th
e ca
mer
a ro
ll or
sea
rch
the
web
, and
they
add
stic
kers
an
d te
xt to
mak
e th
eir p
ic c
olla
ge c
ompl
ete.
Stu
dent
s ha
ve u
sed
both
Pic
Col
lage
and
Pic
Col
lage
for
Kids
for v
ocab
ular
y w
ords
, poe
try,
auth
or s
tudy
, bio
grap
hy, c
hara
cter
ana
lysi
s, h
isto
rical
eve
nts,
mat
h co
ncep
ts —
the
list g
oes
on.
—R
C &
EW
Crea
ting
and
Col
labo
rati
ng, c
oncl
uded
Eliz
aBet
h W
arne
r al
so is
a
gift
ed s
peci
alis
t in
the
Para
dise
Val
ley
Unifi
ed
Scho
ol D
istr
ict.
She
impl
e-m
ents
dai
ly d
iffer
entia
ted
inst
ruct
ion
that
acc
omm
o-da
tes
adva
nced
lear
ners
, in
clud
ing
twic
e-ex
cept
iona
l st
uden
ts, a
nd r
egul
arly
pa
rtic
ipat
es in
dis
tric
t
pilo
t pro
gram
s su
ch C
olla
bora
ting
with
iPad
s an
d Im
plem
entin
g Co
ding
in th
e cl
assr
oom
. She
faci
litat
es
scho
ol a
nd d
istr
ict s
taff
pro
fess
iona
l dev
elop
men
t on
teac
hing
gift
ed s
tude
nts
in th
e re
gula
r cl
assr
oom
an
d m
eetin
g th
e ne
eds
of g
ifted
lear
ners
. With
ove
r a
deca
de o
f gift
ed e
duca
tion
expe
rienc
e, s
he h
as
pres
ente
d at
the
Nat
iona
l Ass
ocia
tion
of G
ifted
Chi
l-dr
en a
nd A
rizon
a As
soci
atio
n fo
r G
ifted
and
Tal
ente
d co
nfer
ence
s. 2
e
92e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
9w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
By M
elan
ie Jo
hnso
n Hay
es, E
d.D.
, with
stu
dent
co-
rese
arch
-er
s N
icol
e Jo
hnso
n, Z
acha
ry D
asho
w, M
atild
a Ju
ng
Lee,
Ala
n B
radl
ey, K
ula
Tana
ka L
ee, A
man
da T
anak
a Le
e, S
ophi
a B
ar-N
ahum
, Rut
h R
adw
in, N
aom
i de
Oro
, B
enja
min
Glic
kman
, Jon
atha
n St
roh;
and
res
earc
h as
-si
stan
ts: N
ikae
la B
radf
ord
and
Kel
ly C
hris
tens
en
The
futu
re is
sho
win
g its
vir
tual
face
, and
man
y ad
ults
are
hav
ing
a ha
rd ti
me
look
ing
it in
the
eye.
Fo
r th
e pa
st 1
0 y
ears
, par
ents
hav
e w
aged
ong
oing
sc
reen
-tim
e ba
ttle
s w
ith th
eir
child
ren.
Scr
een
Tim
e Tr
uths
Rece
ntly,
the
Amer
ican
Aca
dem
y of
Ped
iatri
cs re
c-om
men
ded
no m
ore
than
one
to tw
o ho
urs
of s
cree
n tim
e pe
r day
. Mos
t par
ents
repo
rt th
at th
ey a
dher
e to
th
at re
com
men
ded
rang
e, b
ut s
omet
hing
doe
sn’t
add
up. A
ccor
ding
to C
omm
on S
ense
Med
ia (w
ww.
com
mon
-se
nsem
edia
.org
), th
ose
num
bers
wer
e tru
e fo
r chi
ldre
n gr
owin
g up
in th
e m
id-9
0s, b
ut n
ot to
day.
In a
stu
dy c
ondu
cted
this
yea
r by
Child
wis
e (w
ww.
child
wis
e.co
.uk)
, a le
adin
g re
sear
ch in
stitu
te in
the
UK, t
he n
umbe
r of s
cree
n-tim
e ho
urs
has
mor
e th
an
tripl
ed, t
o an
ave
rage
of 6
.5 h
ours
per
day
of c
ompu
ter,
phon
e, o
r tab
let u
se. T
een
boys
spe
nd th
e m
ost t
ime
on a
scr
een,
ave
ragi
ng 8
hou
rs p
er d
ay, c
ompa
red
to
the
light
est u
se, 3
.5 h
ours
for p
re-te
en g
irls.
Acc
ordi
ng
to a
Nie
lsen
repo
rt (M
cDon
ough
, 200
9), 7
7 pe
rcen
t of
that
tim
e is
spe
nt p
layi
ng d
ownl
oade
d ga
mes
, and
57
perc
ent o
f the
tim
e th
ose
gam
es a
re e
duca
tiona
l. Ch
ildre
n, h
owev
er, a
re n
ot th
e on
ly o
nes
glue
d to
thei
r scr
eens
. Em
arke
ter,
an e
lect
roni
c m
arke
t tre
nd c
ompa
ny (h
ttp:/
/ada
ge.c
om/l
ookb
ook/
listin
g/em
arke
ter),
dis
aggr
egat
ed d
ata
poin
ts fr
om m
ore
than
40
rese
arch
inst
itutio
ns, i
nclu
ding
aud
ienc
e m
easu
rem
ent c
ompa
nies
, aca
dem
ic in
stitu
tions
, and
on
line
med
ia c
ompa
nies
, and
foun
d th
at a
dults
now
sp
end
just
ove
r five
hou
rs p
er d
ay u
sing
tabl
ets
and/
or p
hone
s —
and
that
doe
s no
t inc
lude
usi
ng th
e ph
one
as a
pho
ne.
Our s
ocie
ty is
gam
ifyin
g. In
indu
strie
s as
div
erse
as
edu
catio
n, m
arke
ting,
and
hea
lth c
are,
gam
ifica
-tio
n ha
s em
erge
d as
a g
row
ing
trend
. In
2013
, ove
r 70
perc
ent o
f the
com
pani
es li
sted
in F
orbe
s G
loba
l 200
0 pl
anne
d to
util
ize
gam
ifica
tion
for t
he p
urpo
ses
of m
ar-
ketin
g an
d cu
stom
er re
tent
ion
(Van
Gro
ve, 2
011)
. Sta
-tis
tics
cons
iste
ntly
sho
w th
at a
dults
resp
ond
posi
tivel
y to
the
sam
e ga
mify
ing
stim
uli a
s ch
ildre
n. A
ccor
ding
to
the
Pew
Res
earc
h Ce
nter
(And
erso
n &
Rai
nie,
201
2),
gam
ing
“ele
men
ts c
an c
ause
feel
-goo
d ch
emic
al re
ac-
tions
, alte
r hum
an re
spon
ses
to s
timul
i — in
crea
sing
re
actio
n tim
es, f
or in
stan
ce —
and
, in
cert
ain
situ
a-tio
ns, c
an im
prov
e le
arni
ng, p
artic
ipat
ion,
and
mot
iva-
tion”
in b
oth
child
ren
and
adul
ts.
So w
hy a
re a
dults
so
conc
erne
d w
ith th
e am
ount
of
tim
e ch
ildre
n sp
end
look
ing
at a
scr
een?
Par
ents
ar
e bo
mba
rded
with
dat
a lin
king
scr
een
use
to p
rob-
lem
s su
ch a
s: re
duce
d so
cial
abi
lity,
incr
ease
d ag
gres
-si
on, i
nhib
ited
emot
iona
l IQ,
incr
ease
d ps
ycho
logi
cal
diffi
culti
es, d
isru
pted
sle
ep p
atte
rns,
obe
sity
, and
de-
crea
sed
brai
n de
velo
pmen
t (Pa
rkes
, Sw
eetin
g, W
ight
, &
Hen
ders
on, 2
013;
Bro
wn,
201
1; U
hls
et a
l., 2
014)
. W
hile
thes
e fin
ding
s ar
e fri
ghte
ning
, it s
houl
d be
not
ed
that
muc
h of
this
rese
arch
is b
ased
on
TV a
nd c
om-
pute
r scr
een
time,
whi
ch m
ay h
ave
vast
ly d
iffer
ent
cont
ent a
nd a
pplic
atio
n th
an ta
blet
and
pho
ne s
cree
n tim
e. Ac
cord
ing
to D
r. Pe
te E
tche
lls, w
ho s
tudi
es th
e ef
-fe
cts
of v
ideo
gam
es o
n be
havi
or, l
umpi
ng a
ll sc
reen
s in
to o
ne c
ateg
ory
is n
ot h
elpf
ul. “
Scre
en ti
me
is a
re-
ally
ent
icin
g m
easu
re b
ecau
se it
’s s
impl
e —
it’s
usu
ally
de
scrib
ed a
s th
e nu
mbe
r of h
ours
a d
ay u
sing
scr
een-
base
d te
chno
logy
. But
it’s
com
plet
ely
mea
ning
less
. It
does
n’t s
ay a
nyth
ing
abou
t wha
t you
’re u
sing
that
tim
e fo
r.” T
here
is a
big
diff
eren
ce a
mon
g w
atch
ing
a si
tcom
, usi
ng a
n ap
p to
lear
n to
read
, and
kill
ing
mon
ster
s in
a v
ideo
gam
e. T
he re
port
s of
hyp
erac
tiv-
ity, c
ondu
ct d
isor
der,
peer
rela
tions
hip
prob
lem
s, a
nd
so o
n ar
e of
ten
gene
rate
d fro
m re
sear
ch o
n ch
ildre
n’s
hour
s of
wat
chin
g TV
. The
se a
ssoc
iatio
ns n
early
dis
-ap
pear
onc
e th
e da
ta is
dis
aggr
egat
ed to
exc
lude
TV
wat
chin
g (d
e La
nge,
201
4).
An in
crea
sing
bod
y of
rese
arch
refu
tes
the
dan-
gers
of s
cree
n tim
e fo
r chi
ldre
n. A
rece
nt lo
ngitu
dina
l st
udy
of 1
1,00
0 ch
ildre
n sh
owed
com
pute
r gam
ing
had
no e
ffect
on
beha
vior
al p
robl
ems
(Par
kes
et a
l.,
2013
). N
eith
er w
as th
ere
evid
ence
of s
uch
To B
rave
ly Go
…
A St
udy
by S
tude
nts
On
Thei
r Unr
estr
icte
d iP
ad U
se
102e
New
slet
ter •
May
/Jun
e 20
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ww
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ewsl
ette
r.com
e2
10w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
effe
ct in
a m
eta-
anal
ysis
of s
tudi
es o
n vi
deo
gam
e vi
olen
ce a
nd in
crea
sed
real
-wor
ld v
iole
nce
(Fer
guso
n,
2010
). In
add
ition
, the
re is
dat
a on
the
bene
fits
of
scre
en ti
me,
suc
h as
incr
ease
d en
gage
men
t, ac
com
-m
odat
ions
for l
earn
ing
disa
bilit
ies,
acc
ess
to w
orld
wid
e in
form
atio
n, a
nd d
iver
se m
odes
of l
earn
ing
(Will
iam
s,
Yee,
& C
apia
n, 2
008;
Dur
kin
& B
arbe
r, 20
02).
Ther
e is
rese
arch
to s
how
that
gam
ing
can
enge
n-de
r pos
itive
men
tal d
evel
opm
ent,
incr
ease
d vi
sual
-spa
-tia
l abi
lity,
stro
nger
wor
king
mem
ory,
grea
ter p
robl
em-
solv
ing
abili
ty, a
nd h
ighe
r-lev
el c
ritic
al th
inki
ng (A
killi
, 20
07).
The
imm
ense
var
iety
of g
ames
and
app
s m
ay
incr
ease
inte
rest
and
abi
lity
in s
kills
suc
h as
read
ing
and
writ
ing
thro
ugh
the
use
of te
xt-b
ased
com
mun
ica-
tion
(Bla
ck &
Ste
inku
ehle
r, 20
09).
Gam
ing
also
pro
vide
s ch
ildre
n w
ith a
ven
ue fo
r in
depe
nden
ce. P
layi
ng o
n a
tabl
et o
r pho
ne g
ives
chi
l-dr
en fr
eedo
m to
mee
t sel
f-sel
ecte
d ch
alle
nges
and
m
ake
thei
r ow
n de
cisi
ons.
Whe
n pl
ayin
g m
ulti-
play
er
gam
es, t
hey
are
task
ed to
wor
k to
geth
er to
bui
ld s
kills
, ac
quire
kno
wle
dge,
and
sol
ve d
ifficu
lt pr
oble
ms
(Bar
-ne
tt &
Cou
lson
, 201
0). A
ccor
ding
to a
stu
dy o
n ga
min
g an
d ad
ult w
ork
skill
s, s
ocia
l dra
mat
ic g
amep
lay
build
s so
cial
ski
lls th
at a
re re
flect
ed in
the
play
ers’
inte
rac-
tions
in th
e re
al w
orld
. In
fact
, soc
ial i
nter
actio
n an
d le
ader
ship
ski
lls re
quire
d by
mul
ti-pl
ayer
gam
es a
re
esse
ntia
lly th
e sa
me
skill
s ne
eded
to s
ucce
ed in
bus
i-ne
ss in
the
real
wor
ld (R
eave
s &
Mal
one,
200
7).
Inqu
irin
g M
inds
I ten
d to
agr
ee w
ith m
uch
of th
e re
sear
ch o
n bo
th
side
s of
the
argu
men
t. I t
hink
chi
ldre
n sh
ould
hav
e ac
-ce
ss to
the
pow
erfu
l lea
rnin
g to
ols
prov
ided
by
a ta
blet
. I b
elie
ve w
e sh
ould
trus
t our
chi
ldre
n an
d gi
ve th
em
oppo
rtun
ities
to m
ake
choi
ces
abou
t how
, whe
n, a
nd
wha
t the
y le
arn.
On
the
othe
r han
d, I
know
chi
ldre
n ne
ed to
be
guid
ed a
s th
ey g
row
and
dev
elop
soc
ially
, em
otio
nally
, and
inte
llect
ually
. I w
ant t
hem
to b
e ou
t in
nat
ure
and
phys
ical
ly a
ctiv
e. I
wan
t to
ensu
re th
ey
have
exp
erie
nces
that
eng
age
all o
f the
ir se
nses
in a
3-
D w
orld
.
I hav
e tri
ed to
com
bine
the
best
of b
oth
wor
lds
at B
ig M
inds
, my
scho
ol fo
r 2e
child
ren.
At B
ig M
inds
, st
uden
ts a
re a
ssig
ned
an iP
ad a
nd w
e do
wnl
oad
apps
th
at re
flect
eac
h in
divi
dual
’s le
arni
ng a
nd in
tere
sts.
H
owev
er, w
e do
not
allo
w u
nlim
ited
use
of th
e iP
ads
thro
ugho
ut th
e da
y. St
uden
ts h
ave
30 m
inut
es o
f fre
e iP
ad ti
me
at th
e st
art a
nd c
lose
of t
he d
ay, b
ut d
urin
g th
e sc
hool
day
they
are
exp
ecte
d to
use
the
devi
ce fo
r le
arni
ng.
Giv
en th
ese
rest
rictio
ns, m
y st
uden
ts w
ante
d to
kn
ow w
hy a
dults
are
so
conc
erne
d w
ith th
e le
ngth
of
time
spen
t ons
cree
n. I
gave
them
all
of th
e st
anda
rd
answ
ers:
“W
e w
ant y
ou to
pla
y w
ith re
al to
ys a
nd re
al
peop
le. W
e w
ant y
ou to
be
outs
ide.
We
wan
t you
to g
et
up a
nd m
ove.
We
don’
t wan
t you
r bod
y to
suf
fer f
rom
to
o m
uch
sede
ntar
y sc
reen
tim
e. W
e w
ant t
o st
imul
ate
your
min
d w
ith s
omet
hing
oth
er th
an Y
ouTu
be v
ideo
s an
d ga
mes
. We
don’
t wan
t you
to b
ecom
e ad
dict
ed to
th
e sc
reen
. We
wan
t you
to s
leep
.”
But 2
e ch
ildre
n ha
ve n
ever
bee
n sa
tisfie
d w
ith p
at
answ
ers.
My
stud
ents
, ran
ging
in a
ge fr
om 5
to 1
1,
wan
ted
to in
vest
igat
e th
ese
clai
ms
them
selv
es. T
hey
prop
osed
an
expe
rimen
t in
whi
ch th
ey w
ould
be
al-
low
ed to
use
thei
r iPa
ds d
urin
g th
e sc
hool
day
with
out
rest
rictio
n fo
r tw
o w
eeks
. As
a So
crat
ic te
ache
r, na
tu-
rally
I sa
w th
is a
s an
opp
ortu
nity
for m
y st
uden
ts to
le
arn
how
to d
o ba
sic
soci
al re
sear
ch. I
agr
eed
to th
eir
prop
osal
, and
this
is w
hat h
appe
ned.
The
Expe
rim
ent
I exp
lain
ed to
my
stud
ents
that
all
expe
rimen
ts
done
with
hum
an s
ubje
cts
requ
ire th
e re
sear
cher
s to
gua
rant
ee th
at n
o ha
rm w
ill c
ome
to th
e re
sear
ch
part
icip
ants
. The
refo
re, w
e ne
eded
to d
ecid
e on
ex-
perim
ent p
aram
eter
s to
ens
ure
they
, as
our s
ubje
cts,
su
ffere
d no
har
m. T
he s
tude
nts
disc
usse
d w
hat c
ould
be
har
mfu
l and
cam
e up
with
the
follo
win
g:
•Th
ey m
ight
forg
et to
eat
.•
They
mig
ht g
et s
ore
eyes
.•
Thei
r bod
ies
mig
ht g
et ti
red
of s
ittin
g.I a
sked
them
to a
gree
to s
tay
off t
he iP
ads
whe
n th
eir m
indf
ulne
ss a
nd im
prov
teac
hers
cam
e in
to
teac
h, a
s th
ey w
ere
not p
art o
f the
stu
dy a
nd it
wou
ld
be u
nfai
r to
opt o
ut o
f the
ir cl
asse
s. G
iven
thei
r ide
nti-
fied
area
s of
pos
sibl
e ha
rm, I
ask
ed th
at th
ey ta
ke a
lu
nch
hour
in th
e m
iddl
e of
the
day,
and
eat a
nd p
lay
outs
ide
with
out t
he iP
ads.
I al
so a
sked
stu
dent
s to
pa
rtic
ipat
e in
an
exit
inte
rvie
w to
col
lect
dat
a ab
out
how
they
felt
durin
g th
e ex
perim
ent.
The
Unr
estr
icte
d iP
ad U
se, c
onti
nued
“...m
y stu
dent
s wan
ted
to kn
ow w
hy a
dults
ar
e so c
once
rned
with
the l
engt
h of
tim
e sp
ent o
nscr
een.
”—
MH
112e
New
slet
ter •
May
/Jun
e 20
16w
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ewsl
ette
r.com
e2
11w
ww
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ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
stud
ents
agr
eed
to th
ese
cond
ition
s, a
nd, a
fter e
licit-
ing
a pr
omis
e fro
m m
e th
at I
wou
ld k
eep
my
wor
d, th
e ex
perim
ent w
as o
n.
The
data
-gat
herin
g m
etho
ds c
onsi
sted
of h
ourly
ra
ndom
che
cks,
con
duct
ed b
y m
ysel
f and
my
as-
sist
ants
to s
ee w
hat p
rogr
ams
stud
ents
wer
e us
ing.
In
add
ition
, we
obse
rved
stu
dent
beh
avio
r, in
clud
ing
soci
al in
tera
ctio
ns, a
nd re
cord
ed fi
eld
note
s of
our
ob-
serv
atio
ns. T
he s
tude
nts
also
sel
f-re
port
ed e
very
tim
e th
ey g
ot o
ff th
e iP
ads,
to le
t us
know
why
they
got
of
f. Th
e ad
ults
did
not
inte
rced
e in
st
uden
ts’ i
Pad
use
unle
ss a
n al
ter-
catio
n oc
curr
ed w
hich
requ
ired
our
inte
rven
tion.
Stu
dent
inte
rvie
ws
wer
e co
nduc
ted
the
wee
k fo
llow
ing
the
clos
e of
the
stud
y. W
eek
one
bega
n w
ith g
reat
en
thus
iasm
. Stu
dent
s w
ere
joyf
ully
gl
ued
to th
eir i
Pads
, get
ting
off o
nly
for p
re-a
gree
d cl
asse
s an
d m
anda
-to
ry lu
nch
brea
ks. T
he s
tude
nts
devo
ted
near
ly 9
0 pe
rcen
t of t
heir
scre
en ti
me
to M
inec
raft,
bot
h bu
ildin
g in
indi
vidu
al w
orld
s an
d pl
ayin
g (a
nd b
attli
ng) t
oget
her o
n sh
ared
wor
lds.
[For
info
rmat
ion
on
Min
ecra
ft, s
ee th
e Ja
nuar
y, 20
15,
issu
e of
2e:
Tw
ice-
Exce
ptio
nal N
ewsl
ette
r.]
Roug
hly
half
of th
e st
uden
ts v
olun
taril
y go
t off
the
iPad
s pe
riodi
cally
to ta
ke b
reak
s ou
tsid
e, p
lay
with
the
clas
s gu
inea
pig
s, s
win
g, re
ad b
ooks
, or p
lay
real
-wor
ld
gam
es s
uch
as k
ickb
all o
r Bin
go. O
ne s
tude
nt re
port
ed
that
he
got o
ff be
caus
e hi
s “iP
ad fi
nger
was
sor
e,”
and
anot
her r
epor
ted
she
need
ed a
stre
tch
brea
k be
caus
e he
r “bu
tt w
as g
ettin
g nu
mb.
” H
owev
er, t
he o
ther
hal
f ra
rely
got
off
the
iPad
s of
thei
r ow
n vo
litio
n; a
nd w
hen
they
nee
ded
to g
et o
ff fo
r cla
sses
and
lunc
h br
eaks
, th
ey re
quire
d re
peat
ed re
min
ders
bef
ore
they
put
the
iPad
s aw
ay.
Min
ecra
ft co
ntin
ued
to b
e th
e pr
ogra
m o
f cho
ice
the
entir
e fir
st w
eek.
Of t
he e
leve
n st
uden
ts, n
ine
con-
tinue
d to
pla
y M
inec
raft
the
maj
ority
of t
he ti
me.
Fou
r st
uden
ts o
pted
out
of d
oing
bat
tling
pla
y al
toge
ther
. Of
thos
e fo
ur, t
wo
chos
e to
alw
ays
play
toge
ther
pea
cefu
l-ly
; one
occ
asio
nally
cho
se to
pla
y in
an
indi
vidu
al w
orld
whe
re s
he b
uilt
hous
es fo
r eac
h of
her
cla
ssm
ates
; an
d on
e st
uden
t avo
ided
Min
ecra
ft al
toge
ther
, cho
os-
ing
inst
ead
to re
ad o
r pla
y on
oth
er a
pps.
The
num
ber
of ti
mes
the
rem
aini
ng s
even
stu
dent
s ch
ose
to d
o ba
ttlin
g pl
ay in
crea
sed
as th
e w
eek
prog
ress
ed.
We
notic
ed th
at a
s th
e ba
ttlin
g pl
ay in
crea
sed,
the
stud
ents
bec
ame
mor
e ag
gres
sive
tow
ard
each
oth
er
and
opte
d fo
r mor
e in
tens
e ba
ttlin
g pl
ay. O
n av
erag
e,
thes
e st
uden
ts re
quire
d in
terv
entio
n fro
m m
ysel
f or
my
assi
stan
ts tw
o to
thre
e tim
es p
er d
ay.
Ofte
n, th
e ad
ults
had
to
rem
ind
the
stud
ents
that
th
e sc
hool
’s M
inec
raft
rule
s re
quire
d th
em to
tre
at e
ach
othe
r the
sam
e vi
rtua
lly a
s th
ey w
ould
in
the
real
wor
ld. M
ost o
f th
ese
alte
rcat
ions
wer
e re
solv
ed q
uick
ly a
nd,
afte
r apo
logi
es, t
he s
tu-
dent
s co
ntin
ued
to p
lay
toge
ther
with
out r
anco
r. H
owev
er, o
n th
e la
st
day
of w
eek
one,
an
inci
-de
nt o
ccur
red
that
was
m
ore
inte
nse.
Fou
r stu
-de
nts
wer
e te
amed
up
to b
attle
eac
h ot
her i
n a
battl
e w
orld
. Our
sch
ool r
ules
onl
y al
low
bat
tle p
lay
if it
is in
a
battl
e w
orld
and
all
part
icip
ants
agr
ee to
bat
tle. I
n ad
ditio
n, th
ey m
ust s
top
if as
ked
and
give
way
to
Min
ecra
ft sc
reen
shot
from
App
le ap
p st
ore
Unr
estr
icte
d iP
ad U
se, c
onti
nued
122e
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slet
ter •
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/Jun
e 20
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ette
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ette
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e2F
ea
ture
d T
op
ic
the
pers
on re
ques
ting
a br
eak.
Tha
t did
not
hap
pen
in
this
bat
tle. O
ne o
f the
you
nger
stu
dent
s w
as n
ot v
ery
voca
l abo
ut h
is d
istre
ss; a
nd a
s th
e fig
htin
g be
cam
e m
ore
inte
nse,
he
burs
t int
o te
ars,
sob
bing
and
un-
able
to c
atch
his
bre
ath.
I in
terc
eded
, shu
t dow
n th
e ga
me,
and
cal
led
a m
eetin
g. W
e di
scus
sed
how
this
in
cide
nt w
ent a
gain
st o
ur s
tudy
pro
toco
l, as
cle
arly
the
stud
ent w
as u
pset
, whi
ch c
onst
itute
s em
otio
nal h
arm
. W
e di
scus
sed
how
eas
ily c
yber
bul
lyin
g co
uld
happ
en
beca
use
we
may
forg
et th
ere
is a
real
per
son
behi
nd
the
avat
ar.
The
stud
ents
agr
eed
that
they
had
bee
n to
o ag
-gr
essi
ve a
nd to
o in
volv
ed in
thei
r pla
y to
not
ice
the
stud
ent’s
sig
ns o
f dis
tress
. We
also
dis
cuss
ed “
nerd
ra
ging
” (a
soc
ial m
edia
term
for l
osin
g yo
ur te
mpe
r and
ac
ting
out w
hen
play
ing
vide
o ga
mes
) and
felt
that
it
may
be
easi
er to
get
aw
ay w
ith th
row
ing
a ta
ntru
m o
r re
talia
ting
whe
n yo
u ar
e ju
st in
tera
ctin
g vi
rtua
lly. S
tu-
dent
s w
ere
sobe
red
by th
is d
iscu
ssio
n an
d re
flect
ed o
n th
eir r
ole
in th
is s
tude
nt’s
dis
tress
. The
y al
l exp
ress
ed
a de
sire
to p
reve
nt th
is ty
pe o
f situ
atio
n in
the
futu
re.
One
stud
ent s
umm
ed u
p th
e ge
nera
l gro
up c
once
rns,
“I
don
’t w
ant p
eopl
e to
bul
ly m
e, a
nd I
don’
t wan
t to
hurt
any
one
eith
er.”
Th
e se
cond
wee
k be
gan
on a
mor
e su
bdue
d no
te.
The
stud
ents
wan
ted
to d
o be
tter.
They
stil
l pla
yed
a gr
eat d
eal o
f Min
ecra
ft, b
ut w
ere
mor
e in
volv
ed in
co
oper
ativ
e bu
ildin
g th
an in
bat
tling
. Whe
n th
ey d
id
battl
e, o
nly
two
stud
ents
had
issu
es th
at re
quire
d ad
ult i
nter
vent
ion.
The
re w
as a
lso
incr
ease
d ex
plor
a-tio
n of
ava
ilabl
e iP
ad a
pps.
Stu
dent
s sp
ent a
t lea
st
half
of e
ach
day
on a
pps
that
wer
e m
ore
educ
atio
nal,
such
as
plan
e bu
ildin
g, ra
ce c
ar d
rivin
g, le
arni
ng to
fly,
draw
ing
and
pain
ting,
arc
hite
ctur
e, s
imul
ated
coo
king
,
sim
ulat
ed fa
rmin
g, v
irtua
l nei
ghbo
rhoo
d bu
ildin
g, a
nd
mus
ic m
akin
g. S
tude
nts
also
use
d th
e iP
ad to
read
, re
sear
ch o
n th
e In
tern
et, w
atch
You
Tube
vid
eos,
and
lis
ten
to m
usic
.
Wha
t th
e St
udy
Rev
eale
dAt
the
conc
lusi
on o
f the
stu
dy, e
ight
par
ticip
ants
ag
reed
that
they
nee
ded
para
met
ers
to h
elp
them
reg-
ulat
e th
eir i
Pad
use,
whi
le th
ree
part
icip
ants
, all
girls
, re
port
ed th
ey n
eede
d no
hel
p. T
his
self-
repo
rtin
g w
as
supp
orte
d by
the
data
. Tw
o of
the
girls
who
repo
rted
th
ey d
idn’
t nee
d he
lp w
ere
on th
e iP
ad a
n av
erag
e of
2 h
ours
per
day
, spe
ndin
g th
e bu
lk o
f the
ir tim
e in
re
al-w
orld
act
iviti
es. T
he o
ther
nin
e pa
rtic
ipan
ts s
pent
an a
vera
ge o
f five
hou
rs p
er d
ay o
n th
e iP
ads,
and
of
thos
e st
uden
ts, s
ix h
ad d
ifficu
lty g
ettin
g of
f the
iPad
w
hen
requ
este
d to
do
so.
It w
as v
ery
inte
rest
ing
to w
atch
the
stud
ents
re-
flect
and
bec
ome
mor
e aw
are
of th
eir i
Pad
use
and
the
effe
cts
of th
e ch
oice
s th
ey m
ade.
For
man
y st
uden
ts,
usin
g th
e iP
ad w
ithou
t res
trict
ions
gav
e th
em a
sen
se
of c
ontro
l ove
r the
ir liv
es a
nd le
arni
ng. T
wic
e- e
xcep
-tio
nal s
tude
nts
ofte
n co
mm
ent t
hat o
ne o
f the
rea-
sons
they
beg
in to
dis
enga
ge fr
om le
arni
ng is
lack
of
cont
rol;
havi
ng to
wor
k pr
imar
ily o
n ad
ult-d
esig
nate
d as
sign
men
ts c
reat
es b
ored
om a
nd re
sent
men
t. Th
e iP
ad p
rovi
des
a vi
rtua
l pat
hway
to h
ighl
y in
divi
dual
ized
le
arni
ng a
nd a
cces
s to
div
erse
form
s of
fun,
whi
ch is
w
hy te
ache
rs a
nd p
aren
ts o
ften
have
to p
ry it
out
of
child
ren’
s ha
nds.
Cl
early
, som
e of
my
stud
ents
are
mor
e lik
ely
to
be a
ddic
ted
and
stru
ggle
with
lim
iting
thei
r tim
e an
d ch
oice
s on
the
iPad
; but
thei
r res
pons
es s
how
that
th
ey a
re a
lso
awar
e an
d be
com
ing
mor
e m
indf
ul o
f the
co
nseq
uenc
es o
f unr
estri
cted
iPad
use
. If t
heir
intro
-sp
ectiv
e se
lf-as
sess
men
ts a
re a
ny in
dica
tion,
thes
e ch
ildre
n w
ill le
arn
to m
ake
good
cho
ices
, if g
iven
the
supp
ort a
nd e
mpa
thy
train
ing
to d
o so
. The
re is
no
doub
t tha
t iPa
ds a
re a
pow
erfu
l lea
rnin
g to
ol a
nd h
ave
the
pote
ntia
l to
prov
ide
stud
ents
with
unp
rece
dent
ed
dive
rsity
of l
earn
ing.
Yet
, the
y ca
n al
so b
e a
sour
ce o
f di
seng
agem
ent f
rom
face
-to-fa
ce s
ocia
lizin
g an
d re
al-
wor
ld in
tera
ctio
n. T
he k
ey a
ppea
rs to
be
in h
elpi
ng
stud
ents
lear
n to
suc
cess
fully
nav
igat
e th
e to
ol’s
po-
tent
ial a
nd p
itfal
ls. P
erha
ps, a
s w
ith a
ny p
ath
tow
ards
le
arni
ng, a
teac
her’s
dire
ctio
n an
d su
ppor
t with
iPad
us
e ca
n be
dec
reas
ed a
s st
uden
t res
pons
ibili
ty a
nd
mas
tery
incr
ease
.
“Exit
Inte
rvie
ws”
In e
xit i
nter
view
s af
ter
the
stud
y, s
tude
nts
an-
swer
ed a
var
iety
of q
uest
ions
abo
ut th
e ex
peri-
men
t. Fo
r ex
ampl
e:
Q: W
ere
ther
e an
y pr
oble
ms
that
hap
pene
d be
-ca
use
you
had
unlim
ited
use
of th
e iP
ad?
A: It
was
so
fun
to p
lay
Min
ecra
ft al
l the
tim
e. I
had
fun
with
out t
he w
ars.
Bef
ore
we
had
unlim
ited
iPad
ex
perim
ent w
e w
ere
real
ly g
ood
frien
ds, b
ut w
hen
we
star
ted
doin
g un
limite
d M
inec
raft
we
star
ted
blow
ing
up e
ach
othe
r’s s
tuff
and
we
got a
nnoy
ed
with
eac
h ot
her.
I thi
nk it
mad
e m
e fe
el m
ore
anxi
ous.
The
n on
e st
uden
t had
a m
eltd
own,
whi
ch
mad
e m
e fe
el s
ad.
Find
all
of th
e ex
it in
terv
iew
s on
our
web
site
.
Unr
estr
icte
d iP
ad U
se, c
onti
nued
132e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
13w
ww
.2eN
ewsl
ette
r.com
e2F
ea
ture
d T
op
ic
Look
ing
at th
e da
ta o
n th
e in
crea
sing
num
ber o
f ho
urs
spen
t on
tabl
ets
and
phon
es, i
t doe
sn’t
seem
fe
asib
le th
at w
e ca
n ef
fect
ivel
y lim
it th
e on
com
ing
tide
of th
e vi
rtua
l wor
ld. T
he ti
me
spen
t on
scre
ens
will
m
ost l
ikel
y co
ntin
ue to
incr
ease
, des
pite
the
effo
rts
(or a
t lea
st p
erce
ived
effo
rts)
of p
aren
ts e
very
whe
re. I
be
lieve
we
shou
ld lo
ok to
the
futu
re a
nd w
elco
me
the
chan
ge. L
et’s
hel
p ou
r chi
ldre
n le
arn
how
to li
ve, w
ork,
an
d pl
ay w
ell t
oget
her,
both
virt
ually
and
in th
e re
al
wor
ld.
Ref
eren
ces
Akill
i, G
. K. (
2007
). G
ames
and
sim
ulat
ions
: A n
ew a
p-pr
oach
in e
duca
tion?
In D
. Gib
son,
C. A
ldric
h, &
M.
Pren
sky
(Eds
.), G
ames
and
sim
ulat
ions
in o
nlin
e le
arni
ng: R
esea
rch
and
deve
lopm
ent f
ram
ewor
ks
(pp
1-20
). H
ersh
ey, P
A: In
form
atio
n Sc
ienc
e.An
ders
on, J
. & R
aini
e, L
. (20
12).
The
futu
re o
f ga
mifi
catio
n. R
etrie
ved
from
ww
w.pe
win
tern
et.
org/
2012
/05/
18/t
he-fu
ture
-of-g
amifi
catio
n.Ba
rnet
t, J.,
& C
ouls
on, M
. (20
10).
Virt
ually
real
: A p
sy-
chol
ogic
al p
ersp
ectiv
e on
mas
sive
ly m
ultip
laye
r on
line
gam
es. R
evie
w o
f Gen
eral
Psy
chol
ogy,
14
, 16
7-17
9.
Blac
k, R
. W.,
& S
tein
kueh
ler,
C. (2
009)
. Lite
racy
in
virt
ual w
orld
s. In
L. C
hris
tenb
ury,
R. B
omer
, & P
. Sm
argo
rinsk
y (E
ds.),
Han
dboo
k of
ado
lesc
ent l
it-er
acy
rese
arch
(pp
271-
286)
. New
Yor
k: G
uilfo
rd.
Brow
n, A
. (20
11).
Coun
cil o
n Co
mm
unic
atio
ns a
nd M
e-di
a. M
edia
use
by
child
ren
youn
ger t
han
2 ye
ars.
Pe
diat
rics.
;12
8(5
):104
0-10
45.
de L
ange
, C. (
2014
). Ch
ildre
n be
nefit
from
the
right
so
rt o
f scr
een
time.
Ret
rieve
d fro
m h
ttp:/
/ww
w.ne
wsc
ient
ist.c
om/a
rtic
le/d
n252
97-c
hild
ren-
bene
fit-fr
om-th
e-rig
ht-s
ort-o
f-scr
een-
time.
htm
l#.
VU6H
GKa
1N6E
.D
urki
n, K
., &
Bar
ber,
B. (2
002)
. Not
so
doom
ed: C
om-
pute
r gam
e pl
ay a
nd p
ositi
ve a
dole
scen
t dev
elop
-m
ent.
Jour
nal o
f App
lied
Dev
elop
men
tal P
sych
ol-
ogy,
23
(4),
373-
392.
Fe
rgus
on, C
. (20
10).
Blaz
ing
ange
ls o
r res
iden
t evi
l?
Can
viol
ent v
ideo
gam
es b
e a
forc
e fo
r goo
d? R
e-vi
ew o
f Gen
eral
Psy
chol
ogy,
14
, 68-
81.
McD
onou
gh, P
. (20
09).
TV v
iew
ing
amon
g ki
ds a
t an
eig
ht-y
ear h
igh.
The
Nie
lsen
Com
pany
. Re-
triev
ed fr
om w
ww.
niel
sen.
com
/us/
en/i
nsig
hts/
new
s/20
09/t
v-vi
ewin
g-am
ong-
kids
-at-a
n-ei
ght-
year
-hig
h.ht
ml.
Park
es, A
., Sw
eetin
g, H
., W
ight
, D.,
& H
ende
rson
, M.
(201
3) ‘D
o te
levi
sion
and
ele
ctro
nic
gam
es p
redi
ct
child
ren’
s ps
ycho
logi
cal a
djus
tmen
t? L
ongi
tudi
nal
rese
arch
usi
ng th
e UK
Mill
enni
um C
ohor
t Stu
dy.
Retri
eved
from
http
://a
dc.b
mj.c
om/c
onte
nt/e
ar-
ly/2
013/
02/2
1/ar
chdi
schi
ld-2
011-
3015
08.fu
ll.
Reav
es, B
., &
Mal
one,
T. W
. (20
07).
Lead
ersh
ip in
ga
mes
and
wor
k: Im
plic
atio
ns fo
r the
ent
erpr
ise
of
mas
sive
ly m
ultip
laye
r onl
ine
role
-pla
ying
gam
es.
Serio
sity
, Inc
. Ret
rieve
d fro
m w
ww.
serio
sity
.com
/do
wnl
oads
/Lea
ders
hip_
In_G
ames
_Ser
iosi
ty_a
nd_
IBM
.Uh
ls, Y
.T.,
Mic
hiky
an, M
., M
orris
, J.,
Gar
cia,
D.,
Smal
l, G
.W.,
Zgou
rou,
E.,
Gre
enfie
ld, P
.M. (
2014
). Fi
ve
days
at o
utdo
or e
duca
tion
cam
p w
ithou
t scr
eens
im
prov
es p
rete
en s
kills
with
non
verb
al e
mot
ion
cues
. Com
pute
rs in
Hum
an B
ehav
ior,
39
, 387
-39
2.
Van
Gro
ve, J
. (20
11).
Gam
ifica
tion:
How
com
petit
ion
is re
inve
ntin
g bu
sine
ss, m
arke
ting
& e
very
day
life.
Mas
habl
e. R
etrie
ved
from
http
://m
asha
ble.
com
/201
1/07
/28/
gam
ifica
tion/
#.Vy
jalc
BXuq
4.W
illia
ms,
D.,
Yee,
N.,
& C
apia
n, S
.E. (
2008
), “W
ho
play
s, h
ow m
uch,
and
why
? D
ebun
king
the
ster
eo-
typi
cal g
amer
pro
file.
Jour
nal o
f Com
pute
r M
edi-
ated
Com
mun
icat
ion,
13
(4),
993-
1018
.
Mel
anie
Hay
es, E
d.D
., ha
s m
ade
it he
r lif
e’s
wor
k to
hel
p tw
ice-
exce
p-tio
nal c
hild
ren
find
thei
r ni
che
and
wor
k to
thei
r st
reng
ths.
To
that
end
, sh
e cr
eate
d B
ig M
inds
Un-
scho
ol, a
mic
rosc
hool
for
2e
child
ren
that
lets
them
le
arn
thro
ugh
men
torin
g an
d su
ppor
ting
thei
r in
tel-
lect
ual,
soci
al, a
nd e
mo-
tiona
l wel
l-bei
ng. M
elan
ie h
olds
a d
octo
rate
in e
duca
-tio
nal l
eade
rshi
p w
ith a
focu
s on
twic
e-ex
cept
iona
lity
and
is th
e w
inne
r of
last
yea
r’s
Com
cast
Inno
vatio
ns
for
Entr
epre
neur
s co
ntes
t for
her
wor
k us
ing
tech
nol-
ogy
to o
verc
ome
educ
atio
nal r
oadb
lock
s w
ith 2
e le
arn-
ers.
The
mot
her
of 2
e tw
ins,
Mel
anie
exp
erie
nces
life
w
ith 2
e ch
ildre
n on
a p
erso
nal l
evel
as
wel
l. Sh
e w
rites
ab
out h
er w
ork
and
fam
ily in
her
blo
g, “
Life
Am
ong
the
Gift
ed,”
at h
ttp:
//m
jhay
es.w
ordp
ress
.com
. You
can
see
w
hat s
he is
doi
ng a
t her
uns
choo
l by
goin
g to
her
web
-si
te: w
ww
.big
min
dsun
scho
ol.o
rg.
2e
Unr
estr
icte
d iP
ad U
se, c
oncl
uded
142e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
14w
ww
.2eN
ewsl
ette
r.com
e2C
on
fere
nc
e C
ove
rag
e
Brea
kthr
ough
s in
Tw
ice-
Exce
ptio
nal E
duca
tion
201
6
Pres
ente
r: M
atth
ew D
. Ler
ner,
Ph.D
., As
sista
nt P
rofe
ssor
of
psyc
holo
gy, p
sych
iatry
, and
ped
iatri
cs at
Sto
ny B
rook
Uni
vers
ity
in N
ew Yo
rk
A go
al o
f Mat
thew
Ler
ner’s
is to
impr
ove
the
treat
-m
ent o
f soc
ial c
ompe
tenc
e is
sues
in c
erta
in g
roup
s of
ch
ildre
n. S
ocia
l com
pete
nce
issu
es in
volv
e th
e w
ays
in
whi
ch c
hild
ren
and
teen
s co
nnec
t — o
r fai
l to
conn
ect
— to
one
ano
ther
and
mak
e fri
ends
. Le
rner
’s p
rime
focu
s is
kid
s w
ith a
utis
m s
pec-
trum
dis
orde
rs (A
SDs)
, but
he
wor
ks w
ith k
ids
who
ha
ve A
DH
D a
s w
ell.
Indi
vidu
als
on th
e sp
ectru
m, h
e ex
plai
ned,
tend
to h
ave
a ra
nge
of s
ocia
l cha
lleng
es,
alth
ough
the
chal
leng
es e
volv
e in
diff
eren
t way
s in
dif-
fere
nt c
hild
ren.
Am
ong
the
chal
leng
es L
erne
r asc
ribed
to
thes
e ch
ildre
n ar
e di
fficu
lties
with
:•
Eye
cont
act
•Bo
dy la
ngua
ge
Adva
ncin
g U
nder
stan
ding
and
Tre
atm
ent o
f Soc
ial C
ompe
tenc
e in
ASD
•To
ne o
f voi
ce•
Spon
tane
ous
conv
ersa
tion
•Se
eing
and
ack
now
ledg
ing
othe
rs’ p
ersp
ectiv
es•
Soci
al a
nxie
ty.
Furt
herm
ore,
Ler
ner s
tate
d, th
ey te
nd to
feel
ove
r-w
helm
ed b
y so
cial
situ
atio
ns.
A co
ncer
n of
Ler
ner’s
is th
at th
e st
rate
gies
com
-m
only
use
d to
hel
p ch
ildre
n le
arn
or im
prov
e th
eir s
o-ci
al s
kills
are
bas
ed m
ore
on a
ssum
ptio
ns a
nd m
yths
th
an o
n re
sear
ch. T
his
mat
ters
, he
expl
aine
d, b
ecau
se
feel
ing
conn
ecte
d to
oth
ers
(hav
ing
wha
t Ler
ner
term
ed re
cipr
ocal
aff
ectiv
ely-
char
ged
inte
rper
sona
l re-
latio
nshi
ps) i
s cr
itica
l to
hum
an w
ell-b
eing
. Lac
k of
this
ty
pe o
f con
nect
ion
pres
ents
gre
ater
risk
to h
ealth
than
sm
okin
g, d
rinki
ng, o
r obe
sity
, he
stat
ed. H
is c
once
rn
abou
t the
effe
ctiv
enes
s of
the
soci
al s
kills
stra
tegi
es
bein
g ta
ught
has
led
him
to te
st a
num
ber o
f the
m in
This
is th
e se
cond
par
t of o
ur c
over
age
of s
essi
ons
at Q
uadP
rep’
s “B
reak
-
thro
ughs
” co
nfer
ence
in M
arch
of t
his
year
. Add
ition
al s
essi
on c
over
age
will
be
post
ed o
n ou
r w
ebsi
te, i
nclu
ding
cov
erag
e of
:
•
Mic
helle
Gar
cia
Win
ner,
“Fos
terin
g So
cial
Thi
nkin
g in
the
Gift
ed”
•
Elis
sa B
row
n, “
Impl
emen
ting
Prob
lem
-Bas
ed L
earn
ing”
•
M. L
ayne
Kal
bflei
sch,
“Gift
ed, T
wic
e Ex
cept
iona
l, an
d th
e St
udy
of E
ach
—
Emer
ging
Insi
ghts
from
Cog
nitiv
e N
euro
scie
nce.
”
his
lab
to s
ee if
they
act
ually
pro
duce
the
resu
lts th
at
we
expe
ct th
em to
.In
the
rese
arch
Ler
ner d
iscu
ssed
in th
is s
es-
sion
, he
focu
sed
on fi
ve “
mec
hani
sms”
of s
ocia
l co
mpe
tenc
e. H
e ex
plai
ned
that
a m
echa
nism
, in
the
scie
ntifi
c se
nse,
is th
e pr
oces
s by
whi
ch s
omet
hing
ha
ppen
s. In
the
cont
ext o
f his
rese
arch
, the
n, th
e fiv
e m
echa
nism
s ar
e pr
oces
ses
invo
lved
in d
emon
stra
ting
good
soc
ial c
ompe
tenc
e. T
he s
ocia
l ski
lls in
stru
ctio
n th
at c
hild
ren
com
mon
ly re
ceiv
e te
nds
to c
onsi
st o
f st
rate
gies
aim
ed a
t hel
ping
them
mas
ter t
he v
ario
us
mec
hani
sms
of s
ocia
l com
pete
nce
— th
e fiv
e th
at
Lern
er h
as s
tudi
ed a
s w
ell a
s ot
hers
yet
to b
e te
sted
.Ac
cord
ing
to L
erne
r, th
e le
vel o
f ski
ll on
e de
mon
-st
rate
s in
app
lyin
g ea
ch o
f the
se fi
ve m
echa
nism
s is
ac
cept
ed a
s a
way
of m
easu
ring
the
indi
vidu
al’s
pe
rform
ance
in s
ocia
l int
erac
tions
. How
ever
,
Pre
sent
ers
Mos
kow
itz
and
Mat
tu li
sten
to
sess
ion
atte
ndee
; see
pag
e 16
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ter •
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/Jun
e 20
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on
fere
nc
e C
ove
rag
e
Soci
al C
ompe
tenc
e in
ASD
, con
clud
ed
Lern
er p
oint
ed o
ut, n
one
of th
e fiv
e m
echa
-ni
sms
had
ever
bee
n te
sted
to s
ee if
they
ac
tual
ly a
re m
eani
ngfu
l way
s to
mea
sure
a
pers
on’s
soc
ial c
ompe
tenc
e. T
he fi
ve m
echa
-ni
sms
are
liste
d in
the
adja
cent
tabl
e in
as
cend
ing
orde
r of e
ffect
iven
ess,
bas
ed o
n Le
rner
’s re
sear
ch fi
ndin
gs. A
lso
prov
ided
is
a de
scrip
tion
of e
ach
mec
hani
sm a
long
with
Le
rner
’s c
omm
ents
abo
ut th
e re
sults
of t
he
test
ing
cond
ucte
d in
his
lab.
Le
rner
is h
opin
g th
at e
vent
ually
rese
arch
in
this
are
a w
ill le
ad to
evi
denc
e-ba
sed
inte
r-ve
ntio
ns ta
ilore
d to
the
need
s of
indi
vidu
als.
Fo
r now
, he
stat
ed th
at b
oth
know
ledg
e- a
nd
perfo
rman
ce-b
ased
inte
rven
tions
can
hel
p.
Know
ledg
e-ba
sed
inte
rven
tions
, whi
ch
cons
ist o
f tea
ch, p
ract
ice,
and
per
form
, wor
k be
st fo
r you
nger
chi
ldre
n. P
erfo
rman
ce-
base
d in
terv
entio
ns, b
ette
r sui
ted
to o
lder
ki
ds, i
nvol
ve ta
rget
ed a
ctiv
ities
, pra
ctic
e,
and
soci
al re
info
rcem
ent.
A m
ain
diffe
renc
e be
twee
n th
e tw
o ap
proa
ches
is th
at th
e la
t-te
r pro
vide
s le
arne
rs w
ith u
sabl
e sk
ills
rath
er
than
just
teac
hing
soc
ial r
ules
. Th
e sp
eake
r con
clud
ed b
y de
scrib
ing
a pe
rform
ance
-bas
ed s
kills
trai
ning
mod
el
calle
d SD
ARI (
for S
ocio
-Dra
mat
ic A
ffect
ive
Rela
tiona
l Int
erve
ntio
n) th
at h
e de
velo
ped
with
ano
ther
indi
vidu
al. I
t use
s im
prov
isat
ion
gam
es to
hel
p ki
ds le
arn
soci
al in
tera
ctio
n sk
ills
and
has
show
n pr
omis
ing
resu
lts in
a
serie
s of
stu
dies
. 2
e
Mec
hani
sms
of
Soci
al C
ompe
tenc
eM
echa
nism
Des
crip
tion
Lern
er’s
Obs
erva
tion
s an
d C
oncl
usio
ns
Soci
al K
now
ledg
eTh
e ch
ild d
oesn
’t kn
ow h
ow to
m
ake
frien
ds.
• W
hile
man
y so
cial
skill
s pro
gram
s are
bas
ed o
n th
e as
sum
ption
th
at th
e ch
ild la
cks s
ocia
l kno
wle
dge,
Ler
ner w
as u
nabl
e to
find
an
y da
ta to
supp
ort t
his;
so it
may
not
be
as im
port
ant a
s man
y ha
ve th
ough
t.•
It’s n
ot u
ncom
mon
for k
ids t
o kn
ow th
e ru
les o
f soc
ial
inte
racti
ons b
ut n
ot a
pply
them
.
Insi
ght/
Se
lf-aw
aren
ess
The
child
kno
ws
wha
t to
do
in a
soc
ial s
ituat
ion
but i
s un
-ab
le to
see
whe
re h
e/sh
e is
fa
lling
sho
rt, t
hus
over
-ratin
g hi
s/he
r soc
ial c
ompe
tenc
e.
Lern
er n
oted
a te
nden
cy in
the
kids
stud
ied
to o
verr
ate
thei
r abi
lities
an
d m
ade
thes
e po
ints
:•
Kids
with
ADH
D es
peci
ally
tend
to th
ink
this
way
, per
haps
as a
fo
rm o
f sel
f-pro
tecti
on.
• Th
e m
ore
they
ove
r-rat
e th
emse
lves
, the
less
dep
ress
ed th
ey
are
and
the
less
hos
tile
thei
r vie
w o
f oth
ers i
s.•
Beca
use
ther
e m
ight
be
a ris
k in
telli
ng th
em th
ey’re
not
as
grea
t as t
hey
thin
k th
ey a
re, g
ivin
g ca
refu
l tho
ught
to h
ow to
ha
ndle
this
situa
tion
is es
senti
al.
Soci
al M
otiv
atio
nTh
e ch
ild is
not
mot
ivat
ed to
en
gage
in s
ocia
l int
erac
tions
be
caus
e th
ese
are
not a
s re
war
ding
for p
eopl
e on
the
spec
trum
.
Testi
ng sh
owed
the
follo
win
g ab
out c
hild
ren
on th
e sp
ectr
um w
ith
high
er so
cial
moti
vatio
n:•
They
wan
t to
try
to e
ngag
e in
soci
al in
tera
ction
s but
lack
the
abili
ty to
do
it su
cces
sful
ly.
• Th
ey h
ave
poor
er a
bilit
y to
reco
gnize
em
otion
s in
othe
r peo
ple.
•
They
hav
e m
ore
low
-leve
l int
erac
tions
with
oth
ers.
Soci
al In
form
atio
n Pr
oces
sing
The
child
is u
nabl
e to
pro
cess
so
cial
info
rmat
ion
quic
kly
enou
gh to
kee
p up
in s
ocia
l in
tera
ctio
ns, l
eavi
ng h
im/
her a
lway
s a
little
beh
ind
the
othe
r per
son.
Lern
er u
ses
elec
troen
ceph
alog
ram
(EEG
) tes
ting
to s
tudy
bra
in a
c-tiv
ity a
nd c
an te
ll w
hen
the
brai
n of
a te
st s
ubje
ct is
sta
rtin
g to
de-
code
soc
ial i
nfor
mat
ion,
like
whe
n he
/she
see
s a
face
. Res
earc
h ha
s sh
own
that
the
fast
er th
e br
ain
proc
esse
s so
cial
info
rmat
ion,
th
e be
tter t
he in
divi
dual
is a
t rea
ding
faci
al e
xpre
ssio
ns.
Soci
al C
reat
ivity
The
child
is u
nabl
e to
com
e up
with
nov
el, c
reat
ive
solu
-tio
ns to
soc
ial p
robl
ems
whe
n he
/she
enc
ount
ers
them
.
Lern
er’s
rese
arch
sho
wed
that
soc
ial c
reat
ivity
is th
e on
ly o
ne
of th
ese
five
mec
hani
sms
clos
ely
rela
ted
to e
ffect
ive
soci
al
inte
ract
ion.
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/Jun
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fere
nc
e C
ove
rag
e
Pres
ente
rs: L
aure
n Mos
kowi
tz, P
h.D.
, and
Ali M
attu
, Ph.
D.
Laur
en M
osko
witz
is a
n as
sist
ant p
rofe
ssor
of p
sy-
chol
ogy
at S
t. Jo
hn’s
Uni
vers
ity. H
er c
o-pr
esen
ter,
Ali
Mat
tu, i
s a
clin
ical
psy
chol
ogis
t at C
olum
bia
Univ
ersi
ty
Med
ical
Cen
ter.
The
pair
has
evid
ently
pre
sent
ed o
n th
is to
pic
ofte
n, b
ecau
se th
e tw
o to
ss th
eir d
isco
urse
ba
ck a
nd fo
rth
to e
ach
othe
r in
a se
emin
gly
effo
rtle
ss
and
inte
ract
ive
way
, eng
agin
g th
e au
dien
ce in
the
pro-
cess
. The
y be
gan
with
som
e ba
sics
:•
Anxi
ety
has
thre
e co
mpo
nent
s: p
hysi
cal f
eelin
gs,
beha
vior
s, a
nd th
ough
ts. E
ach
com
pone
nt
influ
ence
s th
e ot
hers
.•
Anxi
ety
is n
atur
al. I
t bec
omes
a p
robl
em w
hen
it lim
its y
our l
ife.
Ther
e ar
e ph
ysic
al fe
elin
gs a
ssoc
iate
d w
ith a
nxie
ty
— a
raci
ng h
eart
beat
that
can
hel
p on
e fle
e da
nger
, for
ex
ampl
e. A
nxio
us th
ough
ts m
ay in
clud
e:•
Cata
stro
phiz
ing
— im
agin
ing
the
wor
st p
ossi
ble
cons
eque
nces
of s
ome
even
t •
All-o
r-not
hing
thin
king
— fe
elin
g th
at if
you
don
’t do
so
met
hing
100
per
cent
righ
t, yo
u’ve
faile
d•
Neg
ativ
e th
inki
ng —
look
ing
only
at t
he n
egat
ive
aspe
cts
of a
situ
atio
n.Be
havi
oral
asp
ects
of a
nxie
ty in
clud
e:
•Av
oida
nce,
whi
ch c
an im
pede
lear
ning
to b
e “u
n-an
xiou
s” th
roug
h co
rrec
tive
expe
rienc
es•
Seek
ing
reas
sura
nce,
com
mon
with
ASD
•“F
reez
ing”
•Pa
cing
•Cr
ying
. Th
e pr
esen
ters
not
ed th
at a
nxie
ty a
nd d
epre
s-si
on a
re o
ften
over
look
ed in
indi
vidu
als
on th
e au
tism
sp
ectru
m, e
ven
thou
gh a
nxie
ty is
mor
e pr
eval
ent
in th
is p
opul
atio
n th
an in
neu
roty
pica
l chi
ldre
n an
d
adol
esce
nts.
Rea
sons
incl
ude
diffi
culty
in a
sses
smen
t be
caus
e of
com
mun
icat
ion
defic
its, t
he v
aria
bilit
y of
te
mpe
ram
ent a
mon
g th
ose
with
ASD
, or i
dios
yncr
atic
be
havi
or. I
n ad
ditio
n, s
ympt
oms
mig
ht o
verla
p be
twee
n di
sord
ers,
mak
ing
it ha
rd to
mak
e a
diffe
rent
ial d
iagn
o-si
s. F
or e
xam
ple,
is a
par
ticul
ar re
petit
ive
beha
vior
due
to
ASD
or t
o ob
sess
ive-
com
puls
ive
diso
rder
?
Acco
rdin
g to
the
spea
kers
, ass
essi
ng a
nxie
ty in
AS
D m
ust b
e co
ntex
tual
, with
obs
erve
rs p
rovi
ding
rat-
ings
from
diff
eren
t set
tings
to g
ive
wha
t Mos
kow
itz
calle
d “c
onve
rgen
t pie
ces
of in
form
atio
n.”
The
asse
ss-
men
t als
o de
pend
s on
doc
umen
ting
the
rela
tions
hip
betw
een
anxi
ety
and
prob
lem
beh
avio
r, be
caus
e th
e tw
o ar
e no
t alw
ays
rela
ted
and
will
dep
end
on c
onte
xt.
A co
ntex
t con
duci
ve to
hig
h an
xiet
y w
ill li
kely
lead
to
mor
e pr
oble
m b
ehav
iors
, suc
h as
tant
rum
s.
The
pres
ente
rs c
over
ed th
ree
way
s to
trea
t anx
iety
:•
Psyc
hoed
ucat
ion
•G
radu
ated
exp
osur
e•
Cogn
itive
rest
ruct
urin
g.Ps
ycho
educ
atio
n in
volv
es p
rovi
ding
info
rmat
ion
abou
t an
xiet
y to
defi
ne it
and
nor
mal
ize
it. P
erha
ps a
par
ticu-
lar a
nxie
ty is
giv
en a
nam
e. T
he c
linic
ian
will
exp
lain
th
e ra
tiona
le fo
r tre
atm
ent,
durin
g w
hich
the
clin
icia
n an
d th
e ch
ild a
re o
n th
e sa
me
“tea
m”
fight
ing
the
anxi
-et
y, us
ing
the
child
’s in
tere
sts
alon
g th
e w
ay.
Gra
duat
ed e
xpos
ure
help
s th
e pa
tient
lear
n th
at
he/s
he c
an g
et u
sed
to th
e so
urce
of a
nxie
ty, a
nd th
e fe
ared
con
sequ
ence
s w
on’t
happ
en. T
he p
rese
nter
s sp
oke
of a
“fe
ar la
dder
,” w
here
the
clin
icia
n/pa
tient
te
am fi
rst t
ackl
es re
lativ
ely
easy
situ
atio
ns in
volv
ing
the
sour
ce o
f anx
iety
. For
exa
mpl
e, a
fear
of s
pide
rs
mig
ht b
e fir
st a
ddre
ssed
by
disc
ussi
ng a
car
toon
dra
w-
ing
of a
spi
der,
then
mov
ing
on to
mor
e re
alis
tic c
on-
front
atio
ns. A
SD k
ids
can
take
long
er th
an n
euro
typi
cal
kids
to re
duce
thei
r fea
rs, s
aid
the
pres
ente
rs, w
ho
also
sai
d th
at m
odel
ing
for a
chi
ld o
ne’s
ow
n ha
ndlin
g of
fear
s is
use
ful.
Cogn
itive
rest
ruct
urin
g in
volv
es c
halle
ngin
g an
x-io
us th
ough
ts, f
or e
xam
ple
with
“co
ping
sel
f-sta
te-
men
ts”
or “
boss
ing
back
.” (A
n ex
ampl
e of
a c
opin
g se
lf-st
atem
ent i
n an
anx
ious
situ
atio
n w
ould
be,
“Ok
ay,
my
feel
ings
abo
ut s
pide
rs a
re n
ot a
lway
s ra
tiona
l.”
An e
xam
ple
of b
ossi
ng b
ack
wou
ld b
e to
add
ress
the
anxi
ety
by it
s as
sign
ed n
ame:
“It’
s th
e w
orry
mon
ster
. Be
at it
, wor
ry m
onst
er.”
) Als
o pl
ayin
g a
role
in th
e tre
atm
ent o
f anx
iety
can
be
rein
forc
emen
t of “
good
” be
havi
ors.
Thi
s in
volv
es s
ettin
g ex
pect
atio
ns fo
r beh
av-
ior a
nd th
en c
onsi
sten
tly re
info
rcin
g th
e ap
prop
riate
be
havi
or in
a ti
mel
y m
anne
r with
tang
ible
rew
ards
and
pr
ivile
ges.
Th
e pr
esen
ters
not
ed s
ever
al d
iffer
ence
s in
the
treat
men
t of a
nxie
ty in
chi
ldre
n w
ith A
SD v
ersu
s ch
il-dr
en w
ho a
re n
euro
typi
cal.
ASD
chi
ldre
n:•
Nee
d in
crea
sed
stru
ctur
e an
d pr
edic
tabi
lity
in
deliv
erin
g tre
atm
ent c
ompo
nent
s•
Requ
ire c
oncr
ete
or v
isua
l exa
mpl
es (b
ecau
se
they
hav
e a
diffi
cult
time
with
abs
tract
thou
ght)
•N
eed
help
lear
ning
to g
ener
aliz
e so
that
trea
tmen
t re
sults
app
ly to
a b
road
er ra
nge
of s
ituat
ions
•Re
spon
d be
tter w
hen
thei
r spe
cial
inte
rest
s ar
e in
corp
orat
ed in
to tr
eatm
ent.
In c
oncl
udin
g, th
e pr
esen
ters
offe
red
som
e tip
s fo
r pre
vent
ing
anxi
ety
in A
SD c
hild
ren.
One
was
usi
ng
coun
t-dow
ns o
r tim
ers
to h
elp
mak
e tra
nsiti
ons
easi
er.
This
tech
niqu
e w
orks
bec
ause
it in
crea
ses
pred
ict-
abili
ty; a
nd, a
s M
osko
witz
con
tend
ed, “
The
hear
t of a
ll an
xiet
y is
som
e ki
nd o
f pro
blem
with
unc
erta
inty
.” 2
e
Trea
ting
Anx
iety
in C
hild
ren
and
Adol
esce
nts
wit
h Au
tism
Spe
ctru
m D
isor
der (
ASD
)
172e
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slet
ter •
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/Jun
e 20
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ewsl
ette
r.com
e2F
rom
th
e 2
e C
en
ter Th
e 2e
Cen
ter f
or R
esea
rch
and
Prof
essi
onal
De-
velo
pmen
t is
loca
ted
on th
e ca
mpu
s of
Brid
ges
Acad
emy
in S
tudi
o Ci
ty, C
alifo
rnia
. In
this
col
umn,
w
e sh
are
wha
t’s h
appe
ning
at o
ur c
ente
r and
re
port
rese
arch
find
ings
, tea
chin
g id
eas,
and
par
-en
ting
sugg
estio
ns w
e ha
ve fo
und
to b
e su
cces
s-fu
l in
help
ing
2e k
ids
thriv
e.
— S
usan
Bau
m, D
irect
or
New
s an
d In
form
atio
n fr
om th
e 2e
Cen
ter f
or R
esea
rch
and
Prof
essi
onal
Dev
elop
men
tAs
the
end
of th
e sc
hool
yea
r is
upon
us,
it b
e-ho
oves
us
to th
ink
abou
t all
the
prog
ress
our
chi
ldre
n ha
ve m
ade
over
the
cour
se o
f the
yea
r. I h
ave
the
plea
sure
of m
eetin
g w
ith a
sm
all g
roup
of p
aren
ts
over
bre
akfa
st o
nce
a m
onth
to s
hare
sto
ries
of s
uc-
cess
and
cha
lleng
es fa
cing
thei
r chi
ldre
n. F
or th
is fi
nal
mee
ting
of th
e ye
ar, s
ever
al p
aren
ts v
oice
d co
ncer
n ab
out i
ssue
s no
t yet
reso
lved
. I a
sked
them
to re
mem
-be
r the
con
cern
s th
ey v
oice
d in
our
firs
t mee
ting
back
in
Sep
tem
ber.
To jo
stle
thei
r mem
orie
s, I
took
out
my
note
s an
d re
ad th
em to
the
grou
p. I
coul
d se
e th
e st
ress
just
mel
t aw
ay a
s on
e by
one
thes
e fo
ur p
aren
ts
agre
ed th
at th
ose
conc
erns
wer
e no
long
er is
sues
.
Inde
ed, t
hey
adm
itted
how
thei
r stu
dent
s w
ere
grow
ing
over
tim
e.
Take
a m
omen
t to
refle
ct u
pon
and
cele
brat
e w
hat
was
righ
t abo
ut th
e ye
ar. R
emin
d yo
ur c
hild
ren
or s
tu-
dent
s of
how
muc
h an
d in
wha
t way
s th
ey h
ave
grow
n ov
er th
e co
urse
of t
he y
ear.
Fina
lly, a
s pa
rent
s, m
ake
sure
to p
rovi
de ta
lent
dev
elop
men
t opp
ortu
nitie
s ov
er
the
sum
mer
mon
ths
to le
t you
r chi
ldre
n ba
sk in
thei
r st
reng
ths.
The
stre
ngth
s of
2e
lear
ners
is th
e fo
cus
of o
ur
colu
mn
in th
is is
sue,
as
we
conc
lude
our
ser
ies
on th
e fin
ding
s of
a re
sear
ch s
tudy
faci
litat
ed b
y th
e 2e
Cen
ter
and
feat
ured
in T
om R
opel
ewsk
i’s d
ocum
enta
ry fi
lm
2e:
Tw
ice
Exce
ptio
nal.
The
stud
y, w
hich
pro
-vi
ded
help
ful i
nsig
hts
into
the
acad
emic
, so
cial
, and
em
o-tio
nal d
evel
opm
ent
of y
oung
peo
ple
with
tw
ice-
exce
ptio
nalit
ies,
un
cove
red
six
area
s in
fluen
tial i
n es
tabl
ish-
ing
a st
rong
foun
da-
tion
for s
ucce
ss fo
r 2e
stud
ents
. In
orde
r to
supp
ort t
hese
uni
que
lear
ners
in e
ach
of
thes
e ar
eas,
teac
hers
an
d pa
rent
s ne
ed to
:1.
Und
erst
and
asyn
chro
ny a
nd it
s im
pact
on
the
stud
ent.
2.
Prov
ide
a ps
ycho
logi
cally
saf
e le
arni
ng a
nd h
ome
envi
ronm
ent.
3.
Allo
w th
e 2e
stu
dent
eno
ugh
time
to d
evel
op
emot
iona
lly a
nd a
cade
mic
ally.
4.
Enco
urag
e po
sitiv
e re
latio
nshi
ps a
t sch
ool a
nd a
t ho
me.
5.
Pr
ovid
e va
rious
opp
ortu
nitie
s fo
r tal
ent
deve
lopm
ent.
6.
Dev
elop
stre
ngth
-bas
ed a
cade
mic
and
beh
avio
ral
stra
tegi
es to
com
pens
ate
for t
he 2
e st
uden
t’s
area
s of
wea
knes
s.Th
e te
ache
rs a
t Brid
ges
use
stre
ngth
-bas
ed s
trate
-gi
es in
teac
hing
our
twic
e-ex
cept
iona
l stu
dent
s. W
e ar
e pr
oud
of o
ur in
stru
ctio
nal a
ppro
ach,
one
bui
lt on
a
stre
ngth
-bas
ed, t
alen
t-foc
used
phi
loso
phy.
In th
e fo
llow
ing
artic
le, R
ose
R. B
luch
er, a
mem
ber o
f the
Ex
ecut
ive
Boar
d of
the
2e C
ente
r for
Res
earc
h an
d Pr
ofes
sion
al D
evel
opm
ent,
desc
ribes
how
par
ents
and
te
ache
rs c
an p
ut th
is a
ppro
ach
to w
ork
with
twic
e-ex
cept
iona
l lea
rner
s. 2
e
182e
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slet
ter •
May
/Jun
e 20
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ww
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ewsl
ette
r.com
e2F
rom
th
e 2
e C
en
ter
By R
ose R
. Blu
cher
, M.E
d.
Wha
t D
o W
e M
ean
by S
tren
gth-
base
d St
rate
gies
?Es
sent
ial t
o st
uden
t suc
cess
is th
e ab
ility
to
deve
lop,
eva
luat
e, a
nd g
ener
aliz
e ef
fect
ive
lear
ning
an
d be
havi
oral
stra
tegi
es. S
tart
ing
with
the
stud
ent’s
st
reng
ths
to d
evel
op a
stra
tegy
— o
r, as
I of
ten
refe
r to
it, u
sing
the
way
in w
hich
the
stud
ent’s
bra
in is
“w
ired”
—
is fa
r mor
e m
eani
ngfu
l to
the
stud
ent t
han
havi
ng a
pa
rent
or t
each
er im
pose
a “
mus
t-do”
stra
tegy
or i
dea
on th
e le
arne
r.On
ly a
fter a
yea
r or t
wo
of w
orki
ng w
ith 2
e st
u-de
nts
did
I dis
cove
r tha
t the
stu
dent
’s o
wn
stra
tegi
es
wer
e fa
r mor
e ef
fect
ive
and
succ
essf
ul th
an th
e m
any
stra
tegi
es I
had
sugg
este
d or
the
stud
y sk
ills
clas
ses
requ
ired.
In
fact
, whi
le w
orki
ng w
ith M
elan
ie,
my
first
2e
stud
ent,
mor
e th
an
twen
ty y
ears
ago
, I p
roud
ly s
ug-
gest
ed s
even
or e
ight
diff
eren
t sys
-te
ms
for h
er to
use
to o
rgan
ize
her
note
book
, all
of w
hich
faile
d! W
hy?
Beca
use
each
sug
gest
ed s
trate
gy
was
the
“Ros
e Bl
uche
r Met
hod”
fo
r org
aniz
atio
n. It
was
not
the
way
M
elan
ie th
ough
t abo
ut o
rgan
izin
g he
r tas
ks a
nd m
ater
ials
. Nee
dles
s to
say
, on
the
nint
h tr
y M
elan
ie
stum
bled
upo
n a
way
to o
rgan
ize
her p
aper
s an
d as
sign
men
ts —
by
sim
ply
usin
g an
acc
ordi
on fi
le c
onta
iner
inst
ead
of th
e dr
eade
d th
ree-
ring
note
book
!
How
to
Det
erm
ine
Stud
ent
Stre
ngth
sEv
ery
teac
her a
nd p
aren
t has
man
y op
port
uniti
es
to o
bser
ve a
chi
ld’s
stre
ngth
s, in
tere
sts,
and
pas
sion
s th
roug
h va
rious
act
iviti
es o
n th
e pl
aygr
ound
, in
the
clas
sroo
m, d
urin
g or
gani
zed
spor
ts, i
n m
usic
or a
rt
clas
ses,
and
dur
ing
fam
ily ti
me
and
alon
e tim
e. B
ut
ofte
n, th
ose
mom
ents
are
forg
otte
n w
hen
it’s
time
to
help
the
stru
gglin
g le
arne
r get
thro
ugh
a di
fficu
lt as
-si
gnm
ent,
proj
ect,
or c
halle
ngin
g em
otio
nal t
ime.
In-
stea
d, th
e te
ache
r or p
aren
t res
orts
to s
ugge
stin
g th
e w
ay h
e or
she
wou
ld a
ppro
ach
the
task
. The
refo
re, i
t’s
wis
e to
em
ploy
a m
ore
syst
emat
ic a
ppro
ach
to id
entif
y-in
g st
reng
ths,
one
that
eng
ages
the
stud
ent i
n re
port
-in
g hi
s or
her
ow
n st
reng
ths
or le
arni
ng s
tyle
. A te
ache
r
can
keep
the
info
rmat
ion
gath
ered
from
thes
e st
uden
t se
lf-re
port
s in
a fi
le to
use
dur
ing
thos
e tim
es w
hen
the
stud
ent i
s un
able
to in
itiat
e or
com
plet
e a
task
, or
whe
n pl
anni
ng s
hort
- and
long
-term
less
ons.
A va
riety
of l
earn
ing-
styl
e or
stre
ngth
-bas
ed in
ven-
torie
s ar
e av
aila
ble
to p
urch
ase
or to
acc
ess
on th
e In
tern
et. A
mon
g th
em a
re:
•D
avid
Laz
ear’s
sel
f-rep
ort s
cale
s fo
r ele
men
tary
, m
iddl
e, a
nd h
igh
scho
ol s
tude
nts.
The
se to
ols
are
base
d on
How
ard
Gar
dner
’s e
ight
mul
tiple
in
telli
genc
es (G
ardn
er, 2
011)
. Laz
ear u
sed
thes
e m
ultip
le in
telli
genc
e ar
eas
as th
e ba
sis
for b
oth
his
book
8 W
ays
of L
earn
ing
(200
0) a
nd th
e se
lf-re
port
sca
les.
•Th
e Bi
rmin
gham
Grid
for L
earn
ing
(Birm
ingh
am
City
Cou
ncil,
200
2-20
16),
an e
xcel
lent
onl
ine
inve
ntor
y w
ith v
ersi
ons
for b
oth
seco
ndar
y an
d el
emen
tary
stu
dent
s. W
hen
stud
ents
Fact
or 6
: Str
engt
h-ba
sed
Stra
tegi
es
Wha
t P
aren
ts W
ant
to K
now
Each
day
afte
r sch
ool,
my
child
rush
es
thro
ugh
the
door
to a
dd m
ore
build
ings
, lan
d-sc
apes
, and
peo
ple
to a
3- b
y 5-
foot
Leg
o ci
ty
that
he
has
been
wor
king
on
for 6
mon
ths
in o
ur
base
men
t. H
e sp
ends
cou
ntle
ss h
ours
cre
atin
g un
ique
bui
ldin
gs a
nd in
tera
ctiv
e sc
enes
, yet
he
is
so re
sist
ant t
o fo
cusi
ng o
n w
ritte
n ho
mew
ork
as-
sign
men
ts th
at a
ppea
r to
requ
ire le
ss th
an h
alf a
n ho
ur to
com
plet
e. H
is a
void
ance
and
man
ipul
ativ
e be
havi
ors
are
not o
nly
impa
ctin
g hi
s gr
ades
, but
al
so a
ffect
ing
our f
amily
inte
ract
ions
. H
ow c
an w
e, a
s pa
rent
s, a
nd h
is te
ache
rs
prov
ide
mor
e ac
tiviti
es a
nd ta
sks
base
d on
the
stre
ngth
s m
y ch
ild e
xhib
its a
t hom
e in
stea
d of
so
lely
add
ress
ing
his
area
s of
wea
knes
s th
roug
h co
ntin
uous
writ
ten
assi
gnm
ents
?
192e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2F
rom
th
e 2
e C
en
ter
Stre
ngth
-bas
ed S
trat
egie
s, c
onti
nued
take
the
test
onl
ine,
it p
rovi
des
them
with
a p
ie
char
t dep
ictio
n of
thei
r mul
tiple
inte
llige
nces
. Ad
ditio
nally
, tea
cher
s ca
n in
put t
he c
odes
for
each
of t
heir
stud
ents
and
obt
ain
a cl
ass
profi
le o
f m
ultip
le in
telli
genc
e st
reng
th. T
hus,
if th
e cl
ass
as
a w
hole
is p
rimar
ily s
patia
l, te
ache
rs c
ould
ens
ure
that
inst
ruct
ion
incl
udes
vis
ual c
onte
nt s
uch
as
mov
ie c
lips
or w
orks
of a
rt to
eng
age
the
clas
s in
lear
ning
. The
grid
, ava
ilabl
e in
text
or a
udio
fo
rmat
s an
d in
sev
eral
lang
uage
s, is
ava
ilabl
e he
re: w
ww.
bgfl.
org/
bgfl/
cust
om/r
esou
rces
_ftp
/cl
ient
_ftp
/ks3
/ict
/mul
tiple
_int
/que
stio
ns/c
hoos
e_la
ng.c
fm•
The
Lear
ning
Prin
t (Sc
hade
r & Z
hou,
200
4),
a pr
oces
s th
at in
corp
orat
es a
sses
smen
t too
ls
to h
elp
stud
ents
iden
tify
inte
rest
s, s
treng
ths,
an
d le
arni
ng-s
tyle
pre
fere
nces
. At
the
star
t of
each
sch
ool y
ear a
t Brid
ges
Acad
emy,
stud
ents
pa
rtic
ipat
e in
“G
ettin
g to
Kno
w Y
ou”
days
dur
ing
whi
ch th
ey c
ompl
ete
the
asse
ssm
ent a
nd u
se th
e re
sults
in a
ctiv
ities
des
igne
d to
tap
thei
r stre
ngth
s,
inte
rest
s, a
nd ta
lent
s. T
his
intro
duct
ory
unit
at
the
begi
nnin
g of
eac
h ye
ar p
rovi
des
teac
hers
and
st
uden
ts w
ith re
cent
info
rmat
ion
abou
t ind
ivid
ual
stud
ents
’ lea
rnin
g pr
ofile
s. T
he in
form
atio
n ga
ined
fro
m th
ese
activ
ities
aid
s in
dev
elop
ing
curr
icul
um
and
stra
tegi
es th
at a
re s
treng
th-b
ased
.
Pro
cess
for
Stra
tegy
Dev
elop
men
tTh
ink
back
to th
e be
ginn
ing
of th
e ar
ticle
and
M
elan
ie’s
diffi
culti
es w
ith a
sys
tem
for o
rgan
izin
g a
note
book
. Mel
anie
’s s
treng
ths
wer
e vi
sual
-spa
tial,
ac-
cord
ing
to H
owar
d G
ardn
er’s
par
adig
m; t
here
fore
, she
thou
ght m
ore
glob
ally
and
in “
chun
ks,”
whi
le a
lso
rely
-in
g on
col
or c
odin
g to
hel
p he
r rem
embe
r whe
re to
put
th
ings
in h
er a
ccor
dion
fold
er. E
ach
slot
in h
er fo
lder
ha
d a
colo
r and
a s
ymbo
l tha
t she
ass
ocia
ted
with
ea
ch o
f her
sub
ject
s. F
or e
xam
ple,
her
bio
logy
slo
t was
co
lor c
oded
gre
en w
ith a
sym
bol o
f a p
lant
; so
all s
he
had
to d
o w
as m
ake
sure
eac
h bi
olog
y pa
per w
ent i
nto
that
par
ticul
ar s
lot.
Her
Eng
lish
clas
s sl
ot w
as re
d (fo
r da
nger
) with
an
unha
ppy
face
as
its s
ymbo
l. (I
thin
k
you
get t
he id
ea!)
How
did
Mel
anie
dis
cove
r thi
s su
cces
sful
stra
t-eg
y? S
he w
as g
iven
the
oppo
rtun
ity to
wor
k th
roug
h a
stra
tegy
-dev
elop
men
t sys
tem
that
incl
uded
a s
trate
gy
log
and
a pr
oces
s ch
art (
Bluc
her,
1999
). Sh
e ha
d to
des
crib
e he
r pro
blem
atic
situ
atio
n, c
ome
up w
ith
a un
ique
stra
tegy
bas
ed o
n he
r stre
ngth
s (v
isua
l-sp
atia
l), m
onito
r the
effi
cacy
of t
he in
divi
dual
Her
e ar
e so
me
idea
s th
at p
aren
ts a
nd te
ach-
ers
can
use
as th
ey w
ork
with
thei
r 2e
lear
ners
to
deve
lop
stre
ngth
-bas
ed a
cade
mic
and
beh
avio
ral
stra
tegi
es:
1.
Allo
w th
e st
uden
t to
choo
se th
e st
reng
th
inve
ntor
y th
at b
est m
eets
his
or h
er in
divi
dual
ne
eds
2.
Use
a sy
stem
atic
pro
cess
for d
evel
opin
g an
d tra
ckin
g st
reng
th-b
ased
stra
tegi
es. T
rack
su
cces
sful
stra
tegi
es b
y re
cord
ing
them
in a
jo
urna
l or o
n di
ffere
nt-c
olor
ed in
dex
card
s,
usin
g an
ass
igne
d co
lor f
or s
peci
fic a
cade
mic
an
d be
havi
oral
task
s.3.
H
ave
lear
ners
eva
luat
e th
e ef
ficac
y of
st
reng
th-b
ased
stra
tegi
es a
nd u
nder
whi
ch
circ
umst
ance
s ea
ch c
an b
e us
ed. F
or y
oung
er
child
ren,
a th
umbs
up
or th
umbs
dow
n ca
n be
no
ted
next
to th
e st
rate
gy. F
or o
lder
chi
ldre
n, a
1
to 5
sca
le c
an b
e us
ed w
ith a
nd e
xpla
natio
n of
why
it re
ceiv
ed th
at s
core
. Hav
e st
uden
ts
anal
yze
how
clo
sely
eac
h st
rate
gy re
late
d to
th
eir s
treng
ths.
4.
Ask
stud
ents
to th
ink
of th
e si
llies
t or m
ost
crea
tive
stra
tegy
they
hav
e ev
er u
sed
to
com
plet
e a
task
. Nex
t, ha
ve th
em u
se a
stra
tegy
no
t nec
essa
rily
in th
eir a
rea
of s
treng
th. W
ork
with
stu
dent
s to
com
pare
the
two
stra
tegi
es
and
dete
rmin
e w
hich
was
the
easi
er a
nd m
ore
effe
ctiv
e st
rate
gy. T
his
proc
ess
help
s st
uden
ts
enga
ge in
an
eval
uativ
e sy
stem
of t
heir
own.
5.
Re
frain
from
impo
sing
“yo
ur w
ay”
of d
oing
a
task
and
, ins
tead
, tak
e on
the
role
of a
fa
cilit
ator
by
aski
ng th
e ch
ild q
uest
ions
suc
h as
: •
Wha
t are
you
r stre
ngth
s?•
How
do
you
know
? •
Wha
t are
you
r pas
sion
s, a
nd h
ow d
o yo
u us
e yo
ur s
treng
ths
whe
n yo
u ar
e w
orki
ng
in y
our a
rea
of p
assi
on?
•H
ow m
ight
you
app
ly th
ose
sam
e sk
ills,
te
chni
ques
, or s
treng
ths
to a
new
lear
ning
si
tuat
ion?
Th
e qu
estio
ns a
re e
ndle
ss!
—R
B
Tips
for P
aren
ts a
nd T
each
ers
202e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2F
rom
th
e 2
e C
en
ter
stra
tegy
, and
fina
lly e
valu
ate
the
effe
ctiv
enes
s of
her
un
ique
idea
for o
rgan
izat
ion.
M
elan
ie e
vent
ually
real
ized
that
she
cou
ld g
en-
eral
ize
and
use
the
colo
r-cod
ing
stra
tegy
for o
ther
ac
adem
ic ta
sks,
suc
h as
writ
ing
a th
ree-
para
grap
h es
say.
Firs
t, sh
e di
ctat
ed a
ll of
her
idea
s us
ing
the
voic
e-to
-text
pro
gram
Dra
gon
Nat
ural
ly S
peak
ing
to g
et
her t
houg
hts
dow
n on
pap
er. N
ext,
she
assi
gned
a d
if-fe
rent
col
ored
text
to th
e in
trodu
ctor
y pa
ragr
aph,
bod
y pa
ragr
aph,
and
con
clud
ing
para
grap
h. A
s sh
e re
view
ed
her i
deas
, she
dec
ided
whi
ch s
ente
nces
or p
hras
es
fit b
est i
n ea
ch o
f the
thre
e pa
ragr
aphs
, and
cut
and
pa
sted
them
into
the
appr
opria
te s
pot.
Even
tual
ly, s
he
had
a fin
ishe
d pr
oduc
t by
sim
ply
usin
g a
stra
tegy
she
ha
d le
arne
d be
fore
bas
ed o
n he
r lea
rnin
g st
reng
th!
Fina
lly, r
etur
ning
to th
e pa
rent
’s q
uest
ion
abou
t th
e yo
ung
boy
who
wou
ld ra
ther
bui
ld w
ith L
egos
than
do
his
writ
ten
hom
ewor
k as
sign
men
ts, i
t’s c
lear
that
he
’s e
xcite
d ab
out p
rodu
cing
sce
nes
in 3
-D fo
rm. S
o w
hy n
ot le
t him
bui
ld fi
rst a
nd th
en d
icta
te (o
r writ
e if
he c
hoos
es) w
hat t
he c
hara
cter
s in
the
stor
y ar
e do
ing
or s
ayin
g? T
he la
st s
tep
wou
ld b
e fin
aliz
ing
the
writ
ten
para
grap
h, p
erha
ps th
roug
h pe
er e
ditin
g or
by
usin
g th
e ed
iting
tool
s of
a w
ord
proc
essi
ng p
rogr
am.
Whe
n 2e
stu
dent
s ar
e as
ked
to p
rodu
ce in
thei
r ar
ea o
f stre
ngth
, the
y be
gin
to e
xcel
, the
ir pa
rent
s ar
e le
ss fr
ustra
ted,
and
thei
r tea
cher
s ha
ve a
uni
que
in-
stru
ctio
nal t
oolk
it fro
m w
hich
to d
raw.
With
the
help
of
stre
ngth
-bas
ed s
trate
gies
, tea
cher
s ar
e be
tter a
ble
to
deve
lop
less
ons
that
mee
t the
nee
ds n
ot o
nly
of th
eir
2e s
tude
nts,
but
of a
ll st
uden
ts. B
y si
mpl
y sh
iftin
g th
e pa
radi
gm fr
om a
“de
ficit
mod
el”
to a
stre
ngth
-bas
ed
one,
all
stud
ents
can
beg
in to
per
form
at t
heir
opti-
mum
leve
ls o
f aca
dem
ic a
nd b
ehav
iora
l ach
ieve
men
t!
Ref
eren
ces
Birm
ingh
am g
rid fo
r lea
rnin
g (2
002-
2016
). Bi
rmin
g-ha
m C
ity C
ounc
il. w
ww.
bgfl.
org/
bgfl/
cust
om/
reso
urce
s_ftp
/clie
nt_f
tp/k
s3/i
ct/m
ultip
le_i
nt/
ques
tions
/cho
ose_
lang
.cfm
.Bl
uche
r, R.
(199
9). S
trate
gy d
evel
opm
ent p
ro-
cess
. Ret
rieve
d fro
m w
ww.
bluc
here
dser
vice
s.co
m/#
!teac
her-s
-cor
ner/
jwal
5.
Gar
dner
, H. (
2011
). Fr
ames
of t
he m
ind:
The
theo
ry
of m
ultip
le in
telli
genc
es (T
hird
Edi
tion)
. New
Yor
k:
Basi
c Bo
oks.
Laze
ar, D
. (20
00).
Path
way
s of
lear
ning
. Tuc
son,
AZ:
Ze
phyr
Pre
ss.
Scha
der,
R., &
Zho
u, W
. (20
04).
My
lear
ning
prin
t. Sa
n Fr
anci
sco,
CA:
Rob
in S
chad
er.
For
mor
e th
an 2
0 y
ears
, R
ose
R. B
luch
er, M
.Ed.
, w
as a
spe
cial
ist f
or
gift
ed w
ith s
peci
al le
arn-
ing
need
s st
uden
ts in
Pr
ince
Geo
rge’
s Co
unty
, M
aryl
and,
whe
re s
he
coor
dina
ted
coun
ty-
wid
e pu
blic
and
priv
ate
scho
ol s
uppo
rt s
ervi
ces
for
2e
stud
ents
. She
has
pr
esen
ted
at n
umer
ous
stat
e, n
atio
nal,
and
inte
r-na
tiona
l con
fere
nces
. and
is c
urre
ntly
on
the
exec
utiv
e bo
ard
of d
irect
ors
of T
he 2
e Ce
nter
for
Res
earc
h an
d Pr
ofes
sion
al D
evel
opm
ent i
n St
udio
City
, Cal
iforn
ia.
Blu
cher
is th
e D
irect
or o
f Blu
cher
Edu
catio
nal S
ervi
ces
for
Bou
ndle
ss P
oten
tial a
nd c
ontin
ues
to s
erve
nat
ion-
ally
and
inte
rnat
iona
lly a
s an
edu
catio
nal c
onsu
ltant
an
d ad
voca
te to
sch
ool s
yste
ms,
sch
ools
, and
par
ents
. R
each
her
at r
oseb
luch
er@
gmai
l.com
. 2e
Stre
ngth
-bas
ed S
trat
egie
s, c
oncl
uded
We R
espec
tfully
Req
uest.
..
...tha
t you
hono
r the
rights
of au
thorsh
ip an
d co
pyrig
ht of
2e: Tw
ice-E
xcepti
onal
News
letter
and
our c
ontri
butor
s by r
efrain
ing fr
om po
sting
copie
s of o
ur iss
ues o
n web
sites
viewa
ble by
those
wi
thout
a sub
script
ion to
the n
ewsle
tter. L
ikewi
se,
copy
ing, p
rintin
g, an
d rep
roduc
ing co
ntent
from
the ne
wslet
ter ot
her t
han t
hat d
efine
d as “
fair u
se”
unde
r cop
yrigh
t law
is ille
gal. W
e are
happ
y to
arran
ge fo
r perm
ission
for t
he re
use of
indiv
idual
articl
es in
many
circu
mstan
ces, an
d we o
ffer v
ery
reason
able
rates
on gr
oup s
ubscr
iption
s; plea
se inq
uire. Th
anks
for su
bscrib
ing!
212e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2 Pare
nts
Conf
used
By
Vary
ing
Advi
ce
Q I h
ave
8-y
ear-o
ld tw
in b
oys.
Tw
in A
is u
sual
ly
very
eas
y go
ing,
but
Tw
in B
is a
brig
ht c
hild
w
ith A
ttent
ion
Defi
cit H
yper
activ
ity D
isor
der
(AD
HD
— H
yper
activ
e ty
pe).
He
is v
ery
chal
leng
ing
for
us a
nd h
as m
any
ange
r an
d be
havi
oral
issu
es a
nd lo
w
self-
este
em. H
is h
ighs
are
ver
y hi
gh, a
nd h
is lo
ws
are
very
low
. He
can
be m
ean,
and
he
feel
s lik
e ev
eryo
ne
hate
s hi
m.
We
have
typi
cally
par
ente
d as
you
adv
ise
in th
e V
of
Love
[See
the
side
bar.]
, but
we
have
see
n oc
cupa
tiona
l th
erap
ists
, doc
tors
, and
psy
chol
ogis
ts w
ho h
ave
told
us
othe
rwis
e w
hen
it co
mes
to T
win
B. H
e ar
gues
con
tinu-
ousl
y ab
out t
hing
s he
doe
sn’t
wan
t to
do, l
ike
mat
h fa
cts
for
hom
ewor
k, b
ut th
e pr
ofes
sion
als
we
see
say
that
he
shou
ld b
e al
low
ed to
mov
e on
to s
omet
hing
el
se. W
e w
ant t
o ra
ise
a pr
oduc
tive,
inde
pend
ent,
re-
spon
sibl
e ad
ult.
Wha
t do
we
do?
Twin
B is
rul
ing
our
life.
A Fi
rst,
you
shou
ld k
now
that
two
boys
clo
se in
ag
e ar
e us
ually
diff
eren
t to
rais
e. W
hen
they
ar
e tw
ins,
it c
an m
ake
it do
ubly
har
d, a
nd c
on-
flict
ing
advi
ce fr
om p
rofe
ssio
nals
can
cer
tain
ly a
dd to
th
e tri
ckin
ess.
I’d
like
to s
ay th
at y
ou s
houl
d ju
st s
tick
with
my
advi
ce; b
ut b
ecau
se I
don’
t kno
w y
our c
hild
ren,
I k
now
that
won
’t be
the
answ
er y
ou n
eed.
Per
haps
you
co
uld
find
a ps
ycho
logi
st w
ho is
fam
iliar
with
my
ap-
proa
ch to
par
entin
g.
Of c
ours
e, n
o tw
o ps
ycho
logi
sts
are
the
sam
e, n
or a
re
two
child
ren.
If y
ou d
evel
op re
gula
r stu
dy ro
utin
es fo
r yo
ur c
hild
ren
and
help
them
to u
nder
stan
d th
at a
fter
thei
r wor
k is
don
e th
ey c
an lo
ok fo
rwar
d to
som
e fa
m-
ily fu
n, th
at m
ay h
elp
your
son
man
age
his
hom
ewor
k tim
e. H
ardl
y an
y ch
ildre
n lo
ve to
do
mat
h fa
cts,
but
I us
ually
exp
lain
that
they
are
exe
rcis
e fo
r the
bra
in a
nd
Dr.
Sylv
ia R
imm
is a
chi
ld p
sych
olo-
gist
and
clin
ical
pro
fess
or a
t Cas
e U
nive
rsity
Sch
ool o
f Med
icin
e,
auth
or, n
ewsp
aper
and
mag
azin
e co
lum
nist
, and
rad
io/T
V pe
rson
ality
. Fo
r fr
ee n
ewsl
ette
rs e
ntitl
ed H
ow
to P
aren
t So
Child
ren
Will
Lea
rn,
Teac
hing
Hea
lthy
Com
petit
ion,
Impr
ovin
g Yo
ur C
hild
’s
Perf
orm
ance
in th
e Se
cond
Hal
f of t
he Y
ear,
ADH
D,
and/
or T
each
ing
Goo
d St
udy
Hab
its, s
end
a se
lf-ad
-dr
esse
d, s
tam
ped
enve
lope
for
each
new
slet
ter
and
a no
te w
ith y
our
topi
c re
ques
t to
P.O
. Box
32
, Wat
erto
wn,
W
I, 5
30
94. R
ead
Dr.
Rim
m’s
art
icle
s fo
r pa
rent
s an
d te
ache
rs, a
nd s
ubm
it fa
mily
que
stio
ns o
nlin
e at
ww
w.
sylv
iarim
m.c
om. A
ll qu
estio
ns a
re a
nsw
ered
. 2e
can
help
to m
ake
you
smar
ter.
Also
, the
re is
rese
arch
th
at fo
und
that
chi
ldre
n w
ho le
arn
mat
h fa
cts
wel
l are
m
ore
likel
y to
take
adv
ance
d m
ath
clas
ses
in la
ter
year
s. P
erha
ps y
ou c
ould
add
som
e sm
all r
ewar
d lik
e st
icke
rs o
r priz
es to
enc
oura
ge y
our s
on to
man
age
to
get t
hrou
gh th
e le
ss e
xciti
ng p
arts
of l
earn
ing.
Fina
lly, I
do
thin
k it’
s im
port
ant t
hat y
ou’re
com
fort
able
w
ith th
e ap
proa
ch y
our p
sych
olog
ist i
s us
ing.
You
can
in
terv
iew
a p
sych
olog
ist i
n yo
ur fi
rst s
essi
on s
o th
at
you
can
dete
rmin
e yo
ur c
omfo
rt le
vel w
ith h
is o
r her
ap
proa
ch b
efor
e yo
u in
trodu
ce y
our c
hild
into
the
situ
-at
ion.
Wor
king
har
d to
be
unite
d w
ith y
our c
hild
ren’
s fa
ther
is a
lso
very
impo
rtan
t. On
ce y
our c
hild
ren
know
w
hat t
o ex
pect
on
a da
ily a
nd w
eekl
y ba
sis,
they
are
m
ore
likel
y to
com
ply.
How
ever
, I m
ust s
ay th
at p
aren
t-in
g is
not
real
ly a
s ea
sy a
s ju
st fo
llow
ing
a re
cipe
.
Hop
eful
ly, th
e ar
ticle
s on
my
web
site
or n
ewsl
ette
rs
can
help
you
as
wel
l.
De
ar
Dr.
Syl
via
Your
chi
ldre
n re
quire
lead
ersh
ip a
nd li
mits
to
feel
sec
ure.
Env
isio
n th
e le
tter V
in “
Love
.” W
hen
child
ren
are
smal
l, th
ey’re
at t
he b
ase
of th
e V
with
fe
w c
hoic
es, l
ittle
free
dom
, and
sm
all r
espo
nsib
ili-
ties
that
mat
ch th
eir s
mal
l siz
e. A
s th
ey m
atur
e, th
ey
shou
ld h
ave
mor
e ch
oice
s, m
ore
freed
om, a
nd m
ore
resp
onsi
bilit
ies.
Fr
eedo
m a
nd re
spon
sibi
lity
shou
ld in
crea
se
conc
urre
ntly.
Alth
ough
lim
its re
mai
n, m
ore
freed
om
is p
rovi
ded.
Chi
ldre
n w
ill fe
el tr
uste
d an
d he
alth
-fu
lly e
mpo
wer
ed. I
f you
reve
rse
that
V li
ke th
is, Л
, an
d ch
ildre
n ar
e gi
ven
too
man
y ea
rly c
hoic
es a
nd
freed
oms,
they
will
bel
ieve
they
sho
uld
have
all
the
choi
ces.
The
y w
ill re
sent
rule
s an
d re
spon
sibi
litie
s an
d fe
el a
s if
you’
re s
teal
ing
thei
r fre
edom
whe
n yo
u do
n’t g
ive
them
a c
hoic
e or
you
try
to s
et re
ason
-ab
le li
mits
. The
y w
ill s
eek
inst
ant g
ratifi
catio
n, to
tal
pow
er, a
nd e
xpec
t to
be tr
eate
d as
adu
lts b
efor
e th
ey’re
read
y to
han
dle
the
resp
onsi
bilit
ies
of th
eir
over
-em
pow
erm
ent.
In a
dole
scen
ce, o
rdin
ary
expe
c-ta
tions
of r
espo
nsib
ility
will
cau
se th
em to
bec
ome
angr
y, de
pres
sed,
and
rebe
lliou
s. In
pla
in E
nglis
h,
they
will
act
like
“sp
oile
d br
ats.
”Fr
om “
Foun
datio
nal P
rinci
ples
of P
aren
ting,
” at
w
ww.
sylv
iarim
m.c
om/a
rtic
le_f
ound
prin
par.h
tml#
top.
—SR
Take
Cha
rge;
Don
’t O
ver-
empo
wer
You
r Chi
ldre
n
222e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
22w
ww
.2eN
ewsl
ette
r.com
e2News
Hap
peni
ngs
in th
e 2e
Com
mun
ity
Sec
ond
Loca
tion
of F
lexS
choo
l to
Ope
nFl
exSc
hool
(ww
w.fle
xsch
ool.e
duca
tion)
, a m
i-cr
o sc
hool
for g
ifted
and
twic
e-ex
cept
iona
l stu
dent
s,
plan
s to
ope
n a
seco
nd s
choo
l in
New
Hav
en, C
on-
nect
icut
, in
Sept
embe
r of 2
016.
The
fully
acc
red-
ited
scho
ol’s
New
Hav
en c
ampu
s w
ill o
ffer a
col
labo
ra-
tive
com
mun
ity fo
r int
elle
ctua
lly c
urio
us s
tude
nts
who
le
arn
best
in a
sm
all s
ettin
g, a
ccor
ding
to a
sch
ool
spok
espe
rson
. In
Sep
tem
ber,
2014
, Fle
xSch
ool o
pene
d its
doo
rs
in F
anw
ood,
New
Jers
ey, p
rovi
ding
sm
all c
lass
es w
ith
adva
nced
aca
dem
ics,
and
lear
ning
sup
port
whe
n ne
cess
ary,
for g
ifted
and
2e
stud
ents
who
thriv
e in
a
disc
ussi
on-b
ased
and
exp
erie
ntia
l set
ting.
Fle
xSch
ool
stud
ents
par
ticip
ate
in s
ocia
l col
labo
ratio
n, m
eani
ng-
ful c
onve
rsat
ions
, and
rele
vant
hom
ewor
k. In
tere
st
in F
lexS
choo
l’s li
bera
l art
s ed
ucat
iona
l tea
chin
g ph
i-lo
soph
y an
d en
rollm
ent h
ave
incr
ease
d qu
ickl
y ov
er
the
past
two
year
s, a
ccor
ding
to th
e sc
hool
’s fo
unde
rs,
lead
ing
to re
ques
ts b
y pa
rent
s an
d ed
ucat
ors
to o
f-fe
r Fle
xSch
ool i
n ot
her l
ocat
ions
.Fl
exSc
hool
enr
olls
mid
dle,
hig
h sc
hool
, and
pos
t-gr
adua
te s
tude
nts.
Lik
e Fl
exSc
hool
New
Jers
ey, F
lex-
Scho
ol N
ew H
aven
’s fa
culty
will
con
sist
of t
each
ers
and
staf
f who
a s
choo
l spo
kesp
erso
n ca
lls c
reat
ive
and
pass
iona
te te
ache
rs. H
eidi
Mol
bak,
the
open
ing
Hea
d of
Sch
ool i
n N
ew H
aven
and
a n
atio
nally
reco
g-ni
zed
expe
rt in
gift
ed a
nd 2
e ed
ucat
ion,
will
be
join
ed
by c
o-fo
unde
rs D
r. St
ephe
n Ch
ou, R
ich
Sork
in, J
acqu
i By
rne
(the
orig
inal
Fle
xSch
ool f
ound
er),
and
2e fa
culty
tra
inin
g ad
viso
r Hel
en W
aldr
on.
232e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
23w
ww
.2eN
ewsl
ette
r.com
e2News
Hap
peni
ngs,
con
clud
ed
New
New
slet
ter
Adv
isor
y B
oard
Mem
bers
The
publ
ishe
rs o
f 2e
New
slet
ter a
re p
leas
ed to
an
noun
ce th
e ad
ditio
n of
two
mem
bers
to o
ur E
dito
-ria
l Adv
isor
y Bo
ard:
Pau
l Bel
jan,
Psy
.D.,
pedi
atric
neu
-ro
psyc
holo
gist
and
foun
der o
f Bel
jan
Psyc
holo
gica
l Se
rvic
es;
and
Kim
berly
Bus
i, M
.D.,
a ps
ychi
atris
t and
fo
unde
r of t
wo
reso
urce
s fo
r tw
ice-
exce
ptio
nal c
hild
ren
and
thei
r fam
ilies
, Qua
d M
anha
ttan
and
Quad
Pre
para
-to
ry S
choo
l. Fi
nd o
ut m
ore
in o
ur n
ext i
ssue
!
Qua
dPre
p in
New
Hom
e th
is F
all
The
Quad
Pre
para
tory
Sch
ool i
n M
anha
ttan
has
anno
unce
d th
at b
egin
ning
this
Sep
tem
ber a
ll di
visi
ons
of th
e sc
hool
will
be
at 2
5 Pi
ne S
treet
in N
ew Y
ork
City
, cu
rren
tly th
e ho
me
of th
e or
gani
zatio
n’s
early
chi
ld-
hood
pro
gram
. Acc
ordi
ng to
the
scho
ol’s
foun
der a
nd
dire
ctor
, Kim
Bus
i, th
e sc
hool
will
occ
upy
the
entir
e 4t
h flo
or o
f the
bui
ldin
g —
38,
000
squa
re fe
et —
with
larg
e,
sunn
y ro
oms
over
look
ing
Chas
e Pl
aza,
a la
rge
kitc
hen
clas
sroo
m, t
wo
mak
er-s
pace
pro
ject
room
s, a
nd w
ith a
m
ultip
urpo
se ro
om fo
r OT,
mov
emen
t, fil
m s
cree
ning
s,
and
com
mun
ity g
athe
rings
. In
the
sam
e bu
ildin
g ar
e Th
e Pi
ne S
treet
Sch
ool a
nd C
ity S
choo
l of t
he A
rts.
See
pi
ctur
es a
t http
://g
oo.g
l/rL
THaJ
.
New
2e
Res
ourc
eA
new
reso
urce
for t
he p
aren
ts o
f “di
ffere
ntly
-w
ired
kids
” is
ava
ilabl
e at
ww
w.til
tpar
entin
g.co
m. O
n th
e si
te a
re p
odca
sts,
a m
anife
sto
for “
shift
ing
the
pare
ntin
g pa
radi
gm”
to e
mbr
ace
“new
nor
mal
,” a
nd a
“T
iLT
Cree
d.”
The
site
say
s: “
One
of T
iLT
crea
tor D
eb-
bie
Rebe
r’s b
igge
st c
halle
nges
in fi
gurin
g ou
t how
to
navi
gate
the
path
of m
eetin
g he
r tw
ice-
exce
ptio
nal
son’
s ne
eds
was
feel
ing
isol
ated
and
dis
conn
ecte
d. In
cr
eatin
g Ti
LT, h
er d
ream
is th
at n
o pa
rent
wal
king
this
un
mar
ked
path
will
eve
r fee
l alo
ne a
gain
. Fin
d Ti
LT a
t w
ww.
tiltp
aren
ting.
com
.
Sum
mer
Cam
psIn
the
Mar
ch/A
pril
issu
e w
e pu
blis
hed
our a
nnua
l lis
ting
of s
umm
er c
amp
poss
ibili
ties
for k
iddo
s of
the
2e p
ersu
asio
n. S
ince
then
we’
ve h
eard
abo
ut s
ever
al
mor
e. O
ne is
in th
e UK
, Pow
erW
ood
Sum
mer
Cam
p,
from
Aug
ust 6
-13.
The
org
aniz
er c
alls
it a
“ch
arita
ble
even
t for
fam
ilies
livi
ng w
ith in
tens
ity, s
uper
-sen
sitiv
ity
and
hype
r-rea
ctiv
ity (O
E).”
A fa
n of
the
cam
p sa
ys,
“Pow
erW
ood
cam
p gi
ves
spac
e fo
r the
gro
wn-
ups
to
rela
x, a
s th
e ch
ildre
n do
as
wel
l. Si
mon
e’s
(Pow
er-
Woo
d’s
foun
der)
wor
ksho
ps a
re in
spiri
ng, e
mpo
wer
ing
and
valid
atin
g....
I di
scov
ered
a n
ew w
ay to
und
erst
and
and
inte
ract
with
beh
avio
urs
in m
ysel
f and
my
child
ren
that
are
effi
cien
t and
pea
cefu
l.” M
ore
info
rmat
ion
at
http
s://
goo.
gl/V
tZlc
1.
Igni
te! s
umm
er in
tens
ives
in T
exas
ser
ve g
ifted
, ta
lent
ed, a
nd h
igh
abili
ty s
chol
ars
in h
alf-d
ay s
essi
ons
that
mee
t Mon
day
thro
ugh
Frid
ay. I
nclu
ded
are
a va
ri-et
y of
pro
gram
s fo
r stu
dent
s K-
12 in
the
arts
, sci
ence
s,
and
hum
aniti
es. T
he o
rgan
izer
say
s th
at Ig
nite
!, w
hile
no
t offi
cial
ly a
2e
vent
ure,
defi
nite
ly a
ttrac
ts th
ose
stu-
dent
s. M
ore
info
rmat
ion
at h
ttp:/
/goo
.gl/
G2u
wm
z.Pa
t Sci
ortin
o ru
ns a
hal
f-day
“Co
med
y Su
mm
er
Cam
p” fo
r 2e
lear
ners
in P
ark
Slop
e, B
rook
lyn.
She
sa
ys th
at it
will
focu
s on
soc
ial/
emot
iona
l dev
elop
-m
ent a
nd b
asic
writ
ing
skill
s us
ing
hum
or. T
he c
amp
incl
udes
impr
ovis
atio
nal p
lay
for s
ocia
l int
ellig
ence
, st
and-
up c
omed
y fo
r em
otio
nal i
ntel
ligen
ce, a
nd
sket
ch c
omed
y w
ritin
g fo
r bas
ic w
ritin
g sk
ills.
Mor
e in
-fo
rmat
ion
at h
ttp:/
/goo
.gl/
C8G
KCr.
One
last
poi
nt. I
f you
’re s
endi
ng y
our 2
e ki
ddo
off
to c
amp
this
sum
mer
, con
side
r let
ting
the
cam
p st
aff
know
how
they
can
ens
ure
a go
od tr
ansi
tion.
The
site
Sm
art K
ids
with
Lea
rnin
g D
isab
ilitie
s of
fers
a s
ampl
e “D
ear C
amp
Dire
ctor
” le
tter a
t http
://g
oo.g
l/j4
o8pk
.
New
Pro
fess
iona
ls a
t B
elin
-Bla
nkTh
e Be
lin B
lank
Cen
ter a
t the
Uni
vers
ity o
f Iow
a Co
llege
of E
duca
tion
has
anno
unce
d tw
o ne
w s
taff
mem
bers
. Duh
ita M
ahat
mya
is th
e ne
w R
esea
rch
Met
hodo
logi
st fo
r the
Col
lege
of E
duca
tion.
Dav
id
Gou
ld, w
ho is
a p
rogr
am a
dmin
istra
tor f
or th
e H
onor
s Pr
ogra
m a
nd th
e Bu
cksb
aum
Aca
dem
y, w
ill a
ssis
t in
coor
dina
ting
the
prom
otio
n, d
evel
opm
ent,
and
adm
in-
istra
tion
of th
e Bu
cksb
aum
Aca
dem
y, th
e Co
llege
’s
early
ent
ranc
e ac
adem
y.
“2e:
Tw
ice
Exce
ptio
nal,”
the
Mov
ie“2
e: T
wic
e Ex
cept
ion-
al,”
the
mov
ie, i
s no
w a
vail-
able
for l
icen
sed
stre
amin
g by
gro
ups
and
inst
itutio
ns
for $
150
a ye
ar o
r $35
0 fo
r th
ree
year
s. T
he m
ovie
’s
prod
ucer
say
s th
at th
e fil
m
will
be
avai
labl
e fo
r stre
am-
ing
for p
erso
nal a
nd h
ome
use
late
r in
2016
. Fin
d ou
t m
ore
at h
ttps:
//go
o.gl
/qR
U6uL
. 2e
242e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2
A W
RITE
R W
ITH
A V
ERY
BRIG
HT
TEEN
AGE
DAUG
HTE
R of
fers
inte
rest
ing
glim
pses
of l
ife w
ith th
at y
oung
per
-so
n gr
owin
g up
. You
mig
ht h
ave
a ch
ild s
omet
hing
like
he
rs, b
ut e
ven
if no
t you
’ll li
kely
app
reci
ate
the
stor
y, w
e th
ink.
Fro
m th
e ar
ticle
: •
“I d
id n
ot k
now
my
daug
hter
was
a p
artic
ular
ly v
er-
bal b
aby
until
I ha
d he
r bro
ther
, who
was
not
.”•
On a
pre
scho
ol a
dmin
istra
tor,
kick
ing
out t
he
thre
e-ye
ar-o
ld: “
’She
’s v
ery
smar
t. Sh
e ju
st d
oesn
’t se
em re
ady
for s
choo
l qui
te y
et.’
.... M
y da
ught
er
was
wai
ting
for m
e in
the
hallw
ay, h
oldi
ng a
teac
h-er
’s h
and
and
wea
ring
only
one
sho
e. T
here
was
a
bite
mar
k on
her
arm
.”•
The
daug
hter
to th
e pe
diat
ricia
n sh
owin
g th
e in
-st
rum
ent h
e w
as g
oing
to u
se to
exa
min
e he
r ear
s be
fore
she
ent
ered
kin
derg
arte
n: “
Yes.
I se
e it.
Th
at’s
an
otos
cope
.” h
ttps:
//go
o.gl
/Soq
uwl
Ne
ws
A D
ISCO
NN
ECT.
The
Was
hing
ton
Post
pub
lishe
d an
ar
ticle
abo
ut a
brig
ht y
oung
man
with
Asp
erge
r’s. T
he
twis
t: th
e yo
ung
man
’s m
othe
r is
a jo
urna
list w
ho h
as
cove
red
educ
atio
n, a
mon
g ot
her t
opic
s, fo
r alm
ost
a de
cade
. She
writ
es, “
ther
e’s
no b
igge
r dis
conn
ect
betw
een
my
prof
essi
onal
and
per
sona
l exp
erie
nces
th
an h
earin
g th
e ad
ults
in e
duca
tion
talk
abo
ut e
nsur
-in
g ev
ery
child
is re
ady
for c
olle
ge a
t gra
duat
ion
whi
le
cont
inua
lly n
avig
atin
g th
e re
ality
of l
ow e
xpec
tatio
ns.”
ht
tps:
//go
o.gl
/ekO
Z0c
PION
EER
IN 2
e ST
UDIE
S H
ONOR
ED. D
r. C.
June
Mak
er
was
aw
arde
d an
hon
orar
y D
octo
rate
of L
ette
rs d
egre
e fro
m W
este
rn K
entu
cky
Univ
ersi
ty re
cent
ly, a
ccor
ding
to
WK
U N
ews.
She
is a
gra
duat
e of
WKU
and
cur
-re
ntly
a p
rofe
ssor
at U
nive
rsity
of A
rizon
a. W
KU N
ews
says
, “D
r. M
aker
’s 1
976
wor
k Pr
ovid
ing
Prog
ram
s fo
r G
ifted
Han
dica
pped
was
gro
undb
reak
ing
in th
e fie
lds
of s
peci
al a
nd g
ifted
edu
catio
n an
d th
e co
ncep
t of
twic
e-ex
cept
iona
l chi
ldre
n co
ntin
ues
to d
evel
op to
day.”
ht
tps:
//go
o.gl
/V5n
13T
RESO
URCE
FOR
ED
UCAT
ORS.
The
Bel
in-B
lank
Cen
ter
at th
e Un
iver
sity
of I
owa
is o
fferin
g a
num
ber o
f onl
ine
sum
mer
cou
rses
on
gifte
d ed
, add
ress
ing
topi
cs s
uch
as g
ende
r, pe
rfect
ioni
sm, d
iffer
entia
tion,
cog
nitiv
e an
d af
fect
ive
need
s of
the
gifte
d, a
nd c
ouns
elin
g an
d ps
y-ch
olog
ical
nee
ds. h
ttp:/
/goo
.gl/
orRH
7w
LIBE
RTY
SCH
OOL,
a p
rivat
e sc
hool
for s
tude
nts
with
dy
slex
ia, g
ifted
ness
, and
twic
e-ex
cept
iona
lity
(gift
ed
and
dysl
exic
) in
Dur
ango
, Col
orad
o, h
as re
ceiv
ed it
s ac
-cr
edita
tion
from
Adv
ancE
D, a
ccor
ding
to th
e D
uran
go
Her
ald.
The
nin
e-ye
ar-o
ld s
choo
l has
24
stud
ents
and
ch
arge
s $1
4,00
0 fo
r tui
tion.
http
://g
oo.g
l/SC
WN
hh
In C
ase Y
ou M
issed
Thes
e R
ecen
t Ite
ms
from
the
2e N
ewsl
ette
r n
in
► P
aren
ting Y
our T
wice
-exc
eptio
nal C
hild
►
Und
ersta
ndin
g You
r Twi
ce-e
xcep
tiona
l Stu
dent
► W
ritin
g and
the 2
e Lea
rner
: Iss
ues a
nd St
rate
gies
►
The G
ifted
Chi
ld w
ith A
ttent
ion
Defi
cit►
The T
wice
-exc
eptio
nal C
hild
with
Asp
erge
r Sy
ndro
me
► Th
e Twi
ce-e
xcep
tiona
l Chi
ld w
ith D
yslex
ia►
Car
ing f
or th
e Men
tal H
ealth
of t
he
Twic
e-ex
cept
iona
l Chi
ld
► Th
e Myt
holo
gy o
f Lea
rnin
g: U
nder
stand
ing
Com
mon
Myt
hs ab
out 2
e Lea
rner
s►
The 2
e Rea
ding
Gui
de: E
ssen
tial B
ooks
for
Unde
rsta
ndin
g the
Twi
ce-e
xcep
tiona
l Chi
ld
► G
uidi
ng th
e Twi
ce-E
xcep
tiona
l Chi
ld:
A Co
llect
ion
of C
olum
ns b
y Mer
edith
War
shaw
Subs
crib
ers t
o 2e:
Twic
e-Ex
cept
iona
l New
slette
r re
ceiv
e disc
ount
s on
Spot
light
book
lets.
See
www.
2ene
wslet
ter.c
om/to
pic_
store
_spo
tligh
t.htm
l
Spot
light
on
2e S
erie
s: Bo
okle
ts fo
r Par
ents
and
Educ
ator
s
252e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2N
ew
s
ntt
tn
in
nu
GRI
T. A
n in
fluen
tial b
ook
title
d G
rit e
licits
thou
ghts
fro
m S
cott
Barr
y Ka
ufm
an, w
ho is
a c
olle
ague
of t
he
book
’s a
utho
r, An
gela
Duc
kwor
th. K
aufm
an s
ays,
“G
rit
is a
goo
d re
min
der t
hat a
n ex
clus
ive
focu
s on
abi
lity
and
pote
ntia
l can
dis
tract
us
from
the
impo
rtan
ce o
f ot
her v
aria
bles
impo
rtan
t for
suc
cess
.” H
e al
so ta
kes
issu
e w
ith th
e w
ay th
e m
edia
hav
e fra
med
“gr
it.”
If th
is
topi
c in
tere
sts
you,
che
ck o
ut K
aufm
an’s
com
men
ts a
t Sc
ient
ific
Amer
ican
. http
://g
oo.g
l/g4
8ttH
DEB
UNKI
NG
GRI
T. A
soo
n-to
-be
publ
ishe
d st
udy
“fou
nd
no e
vide
nce
that
grit
is a
goo
d pr
edic
tor o
f suc
cess
,”
acco
rdin
g to
a w
rite-
up o
f tha
t stu
dy. T
he re
sear
cher
sa
ys, “
If yo
u’re
goi
ng to
spe
nd m
oney
on
som
ethi
ng,
you
need
to fi
gure
out
wha
t rea
lly m
atte
rs a
nd if
it is
so
met
hing
we
can
shift
. I th
ink
grit
real
ly fa
ils in
bot
h of
thos
e. W
e kn
ow fr
om o
ther
met
a-an
alys
es th
at v
ari-
able
s su
ch a
s ad
just
men
t, st
udy
habi
ts a
nd s
kills
, tes
t an
xiet
y, an
d cl
ass
atte
ndan
ce a
re fa
r mor
e st
rong
ly
rela
ted
to p
erfo
rman
ce th
an g
rit.”
http
://g
oo.g
l/c9
z1xu
A TW
ICE-
EXCE
PTIO
NAL
HIG
H S
CHOO
L ST
UDEN
T te
lls
wha
t it’s
like
to “
live
in p
aral
lel u
nive
rses
,” a
nd m
akes
so
me
grea
t arg
umen
ts fo
r “pe
er a
dvoc
acy.”
He
writ
es,
“Jus
t abo
ut e
very
day
at s
choo
l I w
itnes
s an
exc
hang
e be
twee
n a
teac
her a
nd a
n au
tistic
stu
dent
whe
re I
know
I ca
n he
lp, w
here
I co
uld
serv
e as
a tr
ansl
ator
of
sort
s. B
ut I
am to
ld th
at I
may
not
, tha
t I m
ust k
eep
my
opin
ions
to m
ysel
f, th
at I
am n
ot q
ualifi
ed. W
ho b
ette
r to
und
erst
and
the
lang
uage
of a
stu
dent
with
aut
ism
th
an a
noth
er s
tude
nt w
ith a
utis
m?
I spe
ak b
oth
lan-
guag
es.”
http
://g
oo.g
l/H
YYq5
G
WH
OOPI
GOL
DBE
RG, w
ho h
as d
ysle
xia,
was
feat
ured
at
the
13th
ann
ual A
dam
Kat
z M
emor
ial C
onve
rsat
ion
held
by
the
Child
Min
d In
stitu
te re
cent
ly. A
ccor
ding
to
the
inst
itute
, “G
oldb
erg
sat d
own
with
Dr.
Har
old
Kopl
e-w
icz,
pre
side
nt o
f the
Chi
ld M
ind
Inst
itute
, to
talk
abo
ut
the
chal
leng
e of
gro
win
g up
with
dys
lexi
a, a
nd h
ow s
he
thin
ks it
may
hav
e he
lped
mak
e he
r the
per
son
she
is
toda
y.” h
ttp:/
/goo
.gl/
S7H
3dC
DEP
RESS
ION
. The
Was
hing
ton
Post
not
es th
e va
lue
of
cele
briti
es w
ho a
ckno
wle
dge
thei
r iss
ues
with
dep
res-
sion
or a
nxie
ty. T
he a
rtic
le m
entio
ns K
riste
n Be
ll ta
lk-
ing
abou
t her
men
tal h
ealth
con
cern
s in
a v
ideo
, Cap
-ta
in A
mer
ica
Chris
Eva
ns ta
lkin
g to
Rol
ling
Ston
e ab
out
his
anxi
ety,
and
give
s m
any
mor
e “s
tigm
a sh
rinki
ng”
exam
ples
. A p
sych
olog
ist q
uote
d in
the
artic
le p
oint
s ou
t tha
t whe
n Br
uce
Sprin
gste
en to
ld R
ollin
g St
one
of
his
depr
essi
on, s
he “
had
an in
flux
of y
oung
men
cal
ling
for p
sych
othe
rapy
.” h
ttps:
//go
o.gl
/QFY
vnp
SAN
DIE
GO
2e-O
RIEN
TED
SCH
OOL.
Acc
eler
ated
Aca
-de
mic
s, a
lega
lly re
cogn
ized
, Cal
iforn
ia-b
ased
priv
ate
scho
ol s
atel
lite
prog
ram
(PSP
), is
now
acc
eptin
g hi
gh-
abili
ty a
nd tw
ice-
exce
ptio
nal s
tude
nts
into
its
prog
ram
, w
hich
add
ress
es e
duca
tiona
l and
per
sona
l nee
ds
thro
ugh
an in
tens
ivel
y di
ffere
ntia
ted
onlin
e cu
rric
u-lu
m. A
ccor
ding
to th
e sc
hool
, the
pro
gram
act
s as
an
umbr
ella
for m
any
K-8
hom
esch
ool f
amili
es a
nd is
the
brai
nchi
ld o
f Dr.
Jene
lle M
iller
, a s
peci
alis
t in
gifte
d ed
ucat
ion
and
boar
d m
embe
r of t
he C
alifo
rnia
Ass
ocia
-tio
n fo
r the
Gift
ed (C
AG).
http
://g
oo.g
l/pv
FMM
v 2
e
Find
2e
New
slet
ter O
nlin
e
On
Face
book
: We’
re o
n Fa
cebo
ok: w
ww.
face
book
.co
m/2
eNew
slet
ter.
Stop
by
to a
dd a
com
men
t or
ques
tion,
or t
o se
e w
hat w
e’ve
pos
ted
rece
ntly.
Our
Blo
g at
http
://2
enew
slet
ter.b
logs
pot.c
om. T
his
is w
here
we
post
new
s ite
ms
and
reso
urce
s se
vera
l
times
a w
eek;
thes
e ite
ms
are
the
basi
s fo
r our
free
se
mi-m
onth
ly e
mai
l brie
fing.
The
E2e
Brie
fing.
New
slet
ter s
ubsc
riber
s re
ceiv
e ou
r tw
ice-
mon
thly
em
ail b
riefin
g au
tom
atic
ally
; oth
ers
may
vi
ew it
and
sig
n up
for i
t at w
ww.
2ene
wsl
ette
r.com
.
Twit
ter.
We
send
out
not
ices
of b
log
post
s, s
peci
al
happ
enin
gs, e
xcep
tiona
l art
icle
s w
e’ve
run
acro
ss, e
tc.
We’
re @
2ene
wsl
ette
r, an
d w
e us
e th
e to
pic
hash
tag
#2ek
ids.
YouT
ube.
You
r2eT
V, h
ttp:/
/goo
.gl/
RGtc
Je 2
e
262e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2P
are
nts
’ P
ers
pe
cti
ves
Tech
nolo
gy R
ecom
men
dati
ons
In k
eepi
ng w
ith th
e th
eme
of th
is is
sue,
we
aske
d on
Fa
cebo
ok a
nd in
the
brie
fing
for r
ecom
men
datio
ns
for
tech
nolo
gy fa
vorit
es. H
ere
are
the
resp
onse
s.
I’m fi
ndin
g th
at a
n iP
ad w
ith a
key
boar
d an
d N
otab
ility
(allo
win
g si
mul
tane
ous
reco
rdin
g an
d no
te-
taki
ng) i
s w
orki
ng e
xtre
mel
y w
ell f
or m
y hi
gh s
choo
l an
d co
llege
2e
clie
nts.
—H
adas
sah
My
son,
with
his
arr
ay o
f dis
abili
ties
(AD
HD
, dys
-gr
aphi
a, v
isua
l-spa
tial d
efici
t, le
arni
ng d
isab
ilitie
s et
c.)
alon
g w
ith g
ifted
ness
, use
s Ef
ofex
for m
ath
writ
ing.
It
has
mad
e a
huge
diff
eren
ce in
his
mat
h cl
asse
s (tr
ig
as s
opho
mor
e, c
alc
as ju
nior
, sta
ts c
omin
g as
sen
ior).
H
e ha
s ha
d gr
eat d
ifficu
lty in
terp
retin
g an
d dr
awin
g
grap
hs in
mat
h an
d sc
ienc
e cl
asse
s du
e to
his
sev
ere
visu
al-p
erce
ptua
l defi
cits
. His
diffi
culty
is c
ompo
unde
d by
dys
grap
hia
for m
ath
as w
ell a
s w
ritin
g. U
sing
Efo
fex
and
a la
ptop
has
bee
n a
gam
e ch
ange
r for
him
and
his
ca
lc te
ache
r. Th
e ca
lc te
ache
r was
aga
inst
him
usi
ng
the
prog
ram
at fi
rst b
ut lo
ves
the
prog
ram
now
afte
r he
saw
how
muc
h ea
sier
it w
as fo
r him
to in
terp
ret m
y so
n’s
wor
k. —
BB
Tech
nolo
gy th
at’s
a g
reat
hel
p fo
r 2e
and
mat
h is
Ef
oFex
. Our
son
has
dys
grap
hia
and
wou
ld n
ot h
ave
surv
ived
hig
h sc
hool
and
col
lege
mat
h an
d sc
ienc
e w
ithou
t it.
They
hav
e a
free
offe
r for
kid
s w
ith d
ocu-
men
ted
disa
bilit
ies.
—Ly
nn
My
son
rece
ntly
par
ticip
ated
in th
e Au
stra
lian
natio
nal t
estin
g, w
hich
has
trad
ition
ally
bee
n a
pape
r-ba
sed
serie
s of
four
fort
y-m
inut
e te
sts
(mat
hs, l
an-
guag
e co
nven
tions
, writ
ing
and
read
ing)
that
all
Aust
ra-
lian
stud
ents
writ
e in
gra
des
3, 5
, 7 a
nd 9
. We
appl
ied
for s
peci
al c
onsi
dera
tion
this
yea
r for
my
son
to w
rite
the
test
ing
onlin
e (a
nd w
e w
ere
succ
essf
ul).
Hav
ing
the
abili
ty to
type
the
narr
ativ
e st
ory
for t
he w
ritin
g ex
am
was
bril
liant
and
real
ly a
llow
ed m
y so
n to
kee
p up
with
hi
s br
ain
rath
er th
an p
enci
l to
pape
r. W
ithou
t the
com
-pu
ter I
can
gua
rant
ee h
is e
ffort
and
resu
lts w
ould
be
sign
ifica
ntly
redu
ced.
— L
aurie
2e
And
Mor
eFr
om U
nder
stoo
dW
e to
ok n
ote
whe
n w
e sa
w th
is e
mai
l titl
e: “
Find
H
undr
eds
of E
xper
t-App
rove
d As
sist
ive
Apps
.” T
he re
f-er
ence
was
to th
e si
te o
f Und
erst
ood
whe
re u
sers
can
ev
iden
tly “
find
the
right
tech
nolo
gy to
hel
p ki
ds th
rive
at h
ome
and
in th
e cl
assr
oom
,” fo
r ass
ista
nce
with
al
l kin
ds o
f cha
lleng
es, i
nclu
ding
read
ing,
mat
h, a
nd
orga
niza
tion.
The
Tec
h Fi
nder
at t
he U
nder
stoo
d si
te
incl
udes
revi
ews
of th
e ap
ps; s
ee a
n ex
ampl
e be
low
of
an a
pp re
fere
nced
in o
ur le
ad a
rtic
le. h
ttps:
//go
o.gl
/TJ
lbou
And
for
Teac
hers
, fro
m A
pple
If yo
u us
e Ap
ple
prod
ucts
in y
our c
lass
room
, App
le
has
a pa
ge fo
r you
. The
com
pany
offe
rs “
Tips
, les
son
mat
eria
ls, s
torie
s, a
nd o
ther
reso
urce
s to
hel
p yo
u ge
t
Par
t of
a r
evie
w a
t Te
ch F
inde
r; s
ee h
ttps
://g
oo.g
l/aY
TE6
X
the
mos
t out
of y
our A
pple
pro
duct
s an
d br
ing
fresh
id
eas
to y
our c
lass
room
.” h
ttp:/
/goo
.gl/
Otlc
re
And
Fin
ally
, Thi
sA
smar
tpho
ne a
pp a
ppar
ently
des
igne
d an
d bu
ilt a
t th
e Un
iver
sity
of L
iver
pool
has
bee
n te
sted
for i
ts e
f-fe
ctiv
enes
s in
hel
ping
peo
ple
man
age
men
tal h
ealth
is
sues
, inc
ludi
ng d
epre
ssio
n an
d an
xiet
y. Ba
sed
on
cogn
itive
beh
avio
ral t
hera
py, t
he a
pp ta
kes
user
s th
roug
h a
proc
ess
refe
rred
to a
s “C
atch
it, C
heck
it,
Chan
ge it
.” T
he le
ad re
sear
cher
not
ed, “
Ther
e w
ere
stat
istic
ally
sig
nific
ant r
educ
tions
in n
egat
ive
moo
d in
tens
ity a
nd in
crea
ses
in p
ositi
ve m
ood
inte
nsity
.”
http
s://
goo.
gl/g
0GYx
k
272e
New
slet
ter •
May
/Jun
e 20
16w
ww
.2eN
ewsl
ette
r.com
e2E
ven
ts
8th
Ann
ual H
orm
el G
ift-
ed a
nd T
alen
ted
Educ
a-tio
n Sy
mpo
sium
, Aus
tin,
For e
duca
tors
, cou
nsel
ors,
adm
inis
-tra
tors
and
par
ents
. Mor
e in
form
atio
n at
http
://e
duca
tion.
stat
e.m
n.us
/M
DE/
StuS
uc/G
iftEd
/059
387.
Jun
13-1
6
Conf
ratu
te, S
torr
s, C
on-
nect
icut
. “A
jam
-pac
ked
sche
dule
of e
vent
s to
en
gage
, ins
pire
, and
reju
vena
te
educ
ator
s.”
Mor
e in
form
atio
n at
ht
tp:/
/con
fratu
te.u
conn
.edu
.
Jul
10-1
5
SEN
G A
nnua
l Con
fer-
ence
, Col
onia
l Wil-
liam
sbur
g, V
irgin
ia. B
y Su
ppor
ting
Emot
iona
l Nee
ds o
f the
G
ifted
. Mor
e in
form
atio
n at
http
://
seng
ifted
.org
/pro
gram
s/co
nfer
ence
s.
Jul
22-2
4
63
rd A
nnua
l Con
vent
ion
of
NAG
C, W
alt D
isne
y W
orld
Re
sort
, Orla
ndo,
Flo
rida.
By
the
Nat
iona
l Ass
ocia
tion
for G
ifted
Ch
ildre
n. M
ore
info
rmat
ion
at
ww
w.na
gc.o
rg.
Nov
3-6
Nat
iona
l Par
entin
g G
ifted
Ch
ildre
n W
eek
Jul
17-2
3
201
5 S
ENG
Con
fere
nce
June
is C
hild
ren’
s Aw
aren
ess
Mon
th
Plea
se n
ote:
For
mor
e st
ate
asso
cia-
tion
conf
eren
ces
rela
ting
to g
ifted
-ne
ss, s
ee H
oagi
es’ w
ebsi
te (w
ww
.ho
agie
sgift
ed.o
rg/c
onfe
renc
es.h
tm).
July
is P
urpo
sefu
l Par
entin
g M
onth
, acc
ordi
ng to
Psy
chol
ogy
Toda
y.
AAEG
T N
atio
nal G
ifted
Co
nfer
ence
, Syd
ney,
Aust
ralia
. One
them
e/st
rand
on
twic
e-ex
cept
iona
lity.
Mor
e in
form
atio
n at
ww
w.aa
egt.n
et.
au/?
page
_id=
1156
.
Sep
29-O
ct 1
Wor
ksho
ps o
n Pe
rson
al-
ized
Lea
rnin
g, S
tudi
o Ci
ty, C
alifo
rnia
. By
the
2e
Cent
er fo
r Res
earc
h an
d Pr
ofes
sion
al
Dev
elop
men
t. M
ore
info
rmat
ion
at
ww
w.br
idge
s.ed
u/2e
-cen
ter-p
erso
nal-
ized
-lear
ning
-wor
ksho
ps.h
tml.
Aug
11, 1
3
Eduf
est 2
016
, Boi
se,
Idah
o. A
nnua
l sum
mer
co
nfer
ence
on
gifte
d an
d ta
lent
ed e
duca
tion.
Mor
e in
form
a-tio
n at
http
s://
site
s.go
ogle
.com
/site
/ed
ufes
tbet
a.
Jul
25-2
9
