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The 2E Enigma: A study in paradoxes

The 2E Enigma: A study in paradoxes. Research into practice and more PART 3 Susan Baum, Ph.D. Susan.Baum@ bridges.edu. Reality: The 2E learner is often overlooked or misdiagnosed. Weekly piano lessons Played string bass last year in orchestra Avid Reader – fantasy, everything

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The 2E Enigma: A study in paradoxes

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  1. The 2E Enigma: A study in paradoxes Research into practice and more PART 3 Susan Baum, Ph.D. Susan.Baum@bridges.edu

  2. Reality: The 2E learner is often overlooked or misdiagnosed

  3. Weekly piano lessons Played string bass last year in orchestra Avid Reader – fantasy, everything Muse and Discover Magazines, Consumer Reports, New Yorker cartoons etc. Calvin and Hobbes, Far Side Boy Scouts – Air show campout 10/3 and 4 Water polo – 2 years computer – social networking He loves drama, art and media tech classes My Way – musical, computer, audio/visual manipulatives

  4. Issues relating to identification • Giftedness: • Behavior may mask gift • Test scores may be misleading • Fail to meet traditional guidelines for giftedness • Special Needs • Grade level performance • Overcompensation • Unwilling to accept dual diagnosis exceptionality

  5. What do these kids need? • 2e students need only appropriate accommodations to flourish.

  6. Reality: Accommodations alone are not sufficient. Students need dual differentiation to thrive. DUAL DIFFERENTIATION Differentiation for Talent Accommodations for Deficits Differentiation for Deficits

  7. Emotional fragility and high sensitivity can lead to rejection of accommodation • Don’t want to feel different • Perception of accommodations as unjust • Privileges not given to others • Intellectual cheating • Feelings of inferiority with public display of weakness • Focus on weakness often overshadows attention to gift

  8. Social & Emotional Support Differentiated Instruction Talent Development Physical Environment Challenging Curriculum Support Services Susan M. Baum, Ph.D.

  9. Research behind Model • Learning disabled students with superior cognitive ability: A validation study • West Hartford Enrichment Program for Gifted Learning Disabled Students • State grants on GLD and the effect of talent development on achievement: Project Rescue, North Haven, Cheshire • Project High Hopes, Javits Grant • Prince Georges County, MD. • Bridges Academy • Numerous case studies • Numerous case studies

  10. Knowledgeable, talented in specific areas, in-depth interests Low academic self- efficacy  Creativity used for survival Disruptive behavior to hide disability Poor self regulation   Depression and anxiety Social issues Talent development A supportive physical environment Challenging curriculum Differentiated instruction and accommodations. Targeted remediation and support services Social & emotional support Characteristics and Needs

  11. MELODIE THE ARTIST: Putting it together Susan M. Baum, Ph.D.

  12. “They respect me. I finally revealed my dyslexia because I knew my friends respected my opinion. They take notes for me and I give them perspectives when we study. It is mutual respect or I couldn’t accept their help.” Susan M. Baum, Ph.D.

  13. 21st Century Thinkers

  14. Ken Robinson: Shifting Paradigms

  15. 21st Century Mind & Engagement: What we now know • Need for visual representations • Emotional connections • Anxiety free environment • Need for movement

  16. Edward Hallowel (2005)‏ I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent. Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what matters Susan M. Baum, Ph.D.

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