Colorado Department of Education Exceptional Student Services Unit Office of Gifted Education

1. Twice-Exceptional Project Reference SeriesGifted Students with Specific Learning Disabilities: Reading and Writing Disability Colorado Department of Education Exceptional Student Services Unit Office of Gifted Education

2. Together we can Vision All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce. Mission The mission of CDE is to shape, support, and safeguard a statewide education system that prepares students for success in a globally competitive world. 2

3. CDE Strategic Goals:Every Student Every Step of the Way 3

4. Students Educators Schools/ Districts 4

5. Expanding Student Learning When we intentionally integrate… Coherent and rigorous academic standards - - - - Access to quality learning options - - - - Supported and effective educators - - - - Aligned and meaningful assessments - - - - Statewide and district accountability We can personalize learning and ignite the potential of every student. 5

6. Training Objectives Identify characteristics of gifted students with specific learning disabilities (SLD). Define dyslexia and dysgraphia and understand their relationship to SLD. Learn about compensatory strategies, strength-based strategies and accommodations for students with reading and writing disabilities. 6

7. Colorado 2X Definition Twice Exceptional students are: • Students who are identified as gifted and talented in one or more areas of exceptionality • specific academics • general intellectual ability • creativity • leadership • visual, musical, and performing arts; or psychomotor 7

8. 2X Definition – Continued and the student is also identified with • A disability defined by Federal/State eligibility criteria: • Specific Learning Disability (SLD), • Serious Emotional Disability (SED), • Physical disabilities, Sensory disabilities, • Autism Spectrum Disorder (ASD), or • Other Health Impairment, including ADD/ADHD. • The disability qualifies the student for an Individual Education Plan (IEP) or a 504 Plan. 8

9. Activity In groups of 3-5, create a circle map of all the characteristics you think of for one of the following: • Dyslexia • Dysgraphia • Dyscalculia Put your map on the wall, with all dyslexia together, etc. 9

10. Film – Individuals with Dyslexia Creative Brains 10

11. CDE Definition of Specific Learning Disabilities (SLD) Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understandingor in usinglanguage, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury*, minimal brain dysfunction, dyslexia, and developmental aphasia. 11

12. Definition of Dyslexia The International Dyslexia Association, the National Center for Learning Disabilities, and the National Institute of Child Health and Human Development agree on the following definition: “Dyslexia is a Specific Learning Disability that is neurological in origin. “It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.” 12

13. Definition of Dyslexia “These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.” “ Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” International Dyslexia Association; National Center for Learning Disabilities; CDE 13

14. Dyslexia and Specific Learning Disability (SLD) Not all students with dyslexia are eligible under federal criteria as having a Specific Learning Disability. Federal criteria under IDEA (Individuals with Disabilities Act), strictly state that students must be achieving below grade level to qualify for the SLD label and for an IEP. Many higher-achieving students with dyslexia or other reading/writing disabilities may qualify for a 504 plan. 14

15. Is Dyslexia the same thing as a Specific Learning Disability? No. A student can have dyslexia and not qualify as having an SLD. In order to qualify, the disability must “significantly impact the ability to learn without special supports and services.” Both the Federal IDEA Regulations (2006) and Colorado Rules for the Administration of the Exceptional Children’s Educational Act (2007) regarding criteria for the determination of a specific learning disability are clear that the determination of an academic skill deficit in one or more of the identified areas of SLD is to be made in relation to age/grade-level standards, not assessed ability (IQ) or the presence of other learning characteristics. 15

16. Dyslexia: A Lifelong Challenge 16 As with other learning disabilities, dyslexia is a lifelong challenge. This language-based processing disorder can hinder reading, writing, spelling and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness or the result of impaired hearing or vision. Children and adults with dyslexia have a neurological disorder that causes their brains to process and interpret information differently. National Center for Learning Disabilities (emphasis added) http://ncld.org

17. Incidence/Prevalence Rate According to The International Dyslexia Association: 15-20% of the population has a language-based learning disability Of the students with specific learning disabilities receiving special education services, 70-80% have reading deficits Dyslexia affects males and females nearly equally as well as people from different ethnic & socio-economic backgrounds 17

18. Percent with Reading Disability 18

19. Difficulties Strengths Dyslexia:Characteristics • Reading • Oral Language • Written Language • Mathematics International Dyslexia Association • Creativity • Highly verbal • Advanced problem solving • Experiential learners 19

20. Struggle Brilliant Abilities Out of Balance • Organizational skills • Plan/prioritize • Time keeping • Background noise • Connect ideas • Think outside the box • Think in 3 dimensions • See the big picture

21. National Institutes of Health Research Regardless of high or low overall scores on an IQ test, children with dyslexia show similar patterns of brain activity Some forms run in families Children do NOT outgrow reading failure or dyslexia. Does not support use of “whole language” method to teach dyslexic children. 21

22. NIH Research Dyslexia is the leading cause of reading failure and dropout. Dyslexia is identifiable with 92% accuracy at ages 5½-6½ - early intervention is essential Dyslexia and ADHD, although separate, frequently coexist. Reading failure is the most commonly shared trait of juvenile offenders. 22

23. Video: Dyslexia and the Brain 23 What is Dyslexia & Decoding the Dyslexic Brain

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25. Brain Processors Involved in Reading Left hemisphere Occipital lobe Angular gyrus Broca’s Area Wernicke’s Area 25

26. Procedural Learning “At least half the individuals with dyslexia have significant problems with procedural learning, and as a result they’ll be slower to master any rule-based procedural or rote skill that should become automatic through practice.” “Because individuals who struggle with procedural learning have difficulty learning t o perform rule-based skills automatically, they must instead perform these skills using conscious compensation, or the combination of focused attention and active working memory.” Eide & Eide, (2011), The Dyslexic Advantage, pp. 26, 27 26

27. Jigsaw At each table group, count off from 1-5 (to correspond with the sections of the dyslexia article). All of the individuals with the corresponding numbers (all the #1s, for example) will get together and read that section and become the “experts” on that information. Then each group will return to their original table and share their expertise about their section. 27

28. Dyslexia Myth Busters Dyslexia is not the result of low intelligence; in fact, gifted students can have dyslexia People who have dyslexia do not see “backward” The problem is not behavioral, psychological, motivational, or social Eye training is not a treatment for dyslexia. International Dyslexia Association; Sally Shaywitz 28

29. The “Dyslexic Advantage” “For dyslexic brains, excellent function typically means traits like • the ability to see the gist or essence of things or to spot the larger context behind a given situation or idea; • multidimensionality of perspective; • the ability to see new, unusual, or distant connections; • inferential reasoning and ambiguity detection; • the ability to recombine things in novel ways and a general inventiveness; • and greater mindfulness and intentionality during tasks that others take for granted.” Eide, B. and Eide, F. (2013) The Dyslexic Advantage, p. 42 29

30. Gifts and Solutions 30 http://www.dys-add.com/videos/dyslexiaSymptomsSolutions_Part04.html

31. Reading Simulation Understood.org http://www.understood.org/en/tools/through-your-childs-eyes

32. Dysgraphia Definition • National Center for Learning Disabilities defines Dysgraphia as: • “A learning disability that affects writing, which requires a complex set of motor and information processing skills. It can lead to problems with spelling, poor handwriting and putting thoughts on paper.” • May be due to: • “Visual-spatial difficulties: trouble processing what the eye sees • Language processing difficulty: trouble processing and making sense of what the ear hears” 32

33. Dysgraphia Simulation http://www.understood.org/en/tools/through-your-childs-eyes/player?simq=a06af01c-0a60-45c0-b306-2e8714d05bb4&standalone=true&simulation=true 33

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35. Break 35

36. Identification Gifted Students with Reading and Writing Problems

37. Identified As Having a Reading or Writing Problem • Inadequate assessments and or depressed full scale scores (achievement & IQ) often lead to underestimation of these students’ intellectual abilities. • Frequently are not identified for gifted programs • Focus is on student’s disability so potential is rarely recognized and nurtured • Student’s frustration with own academic performance leads to poor self-image or behavior problems.

38. Identified As Gifted Yet Exhibiting Reading/Writing Difficulties ~ • Teachers often consider a highly verbal gifted student to be “unmotivated or lazy” • Gifted student often tries to compensate for disability • Learning disability may not be recognized until older when they are reading to learn, rather than learning to read (3rd - 4th grade and beyond)

39. The “Hidden” Gifted Student with Reading/ Writing Difficulties • Student functions at grade level butwell below potential – seen as “average” student • High intelligence allows student to compensate for reading/writing disability • May suspect LD much later in school. • Usually does not receive interventions

40. Intellectual Ability 95th percentile and above on norm-referenced, standardized cognitive tests or subtests Examples: WISC-IV Cognitive Abilities Test (CogAT) Nonverbal abilities tests (e.g., Naglieri ) Achievement 95th percentile and above on norm-referenced standardized tests Advanced on a standards-based test Examples: CMAS/TCAP Scantron NWEA/MAP Acuity Behaviors/ Characteristics Observation of behaviors or traits demonstrating outstanding or exceptional factors; normed scales Examples: Scales for Identifying Gifted Students Gifted Evaluation Scale Body of Evidence Demonstrated Performance Distinguished Level of Performance Examples: Juried performances Advanced portfolio 40

41. MTSS Academic Continuum Behavior Continuum MTSS Integrated Continuum Adapted from the OSEP TA Center for PBIS Adapted from the OSEP TA Center for PBIS

42. Layered Continuum of Supports Every student receives Universal supports Some students also receive Targetedsupports Few students also receive Intensivesupports

43. Benefits of MTSS/RtI • Early intervention at the first sign of difficulty without “wait to fail” • Resources can be pooled (e.g., Reading Recovery, Title I, and SPED funds can be used to provide intense intervention) • Focus will be on student needs - not the disability label Mary Ruth Coleman, 2004 43

44. Using a Problem-Solving Approach • Indicators of strong verbal ability with poor output • Observational indicators: • Superior vocabulary , particularly in area of interest or strength • Ability to discuss advanced concepts • Sophisticated grammar and sentence structure • Highly developed or unusual sense of humor • Curious, questions the way things are 44

45. Written Language Disability “Educators of students who appear to have high verbal ability while simultaneously having difficulty completing written assignments – and may even appear to be lazy or unmotivated – have a responsibility to further investigate the students’ strengths and difficulties” pg. 102 Assouline, S., Foley Nicpon, M., & Whiteman, C. (2010). Cognitive and Psychosocial Characteristics of Gifted Students with Written Language Disability. Gifted Child Quarterly, 54(2), 102-115. 45

46. Assessments of High Verbal Ability • Standardized Assessments • WISC-IV • K-BIT – untimed, no reading 46

47. Sea of Strengths Model of Dyslexia Decoding Shaywitz, S. (2003). Overcoming Dyslexia, p. 58 47

48. Dyslexia Warning Signs –Difficulties with: Recognizing letters, matching letters to sound, blending sounds into speech Learning the alphabet, numbers, and days of the week or similar common word sequences Reversing letters (b,d,p,q) or moving letters around (left/felt) Following a sequence of directions Understanding and reading math word problems Mastering the rules of spelling Reading fluently or demonstrating stilted reading aloud Comprehending what they are reading 48

49. Indicators of Potential Problem Repeated substitutions indicating the student is using context clues rather than sounding out the word ( ex. car for automobile, bunny for rabbit) Can read longer, more complicated words (museum, scientific, computer) but stumbles over the shorter, frequently used words (the, that, than, on, over, in) Reads words correctly one day and then stumbles over the same words the following day Has difficulty linking sounds together, particularly in multisyllabic words Slow, choppy reading aloud with frequent omissions or mispronounced words 49

50. Identification Issues McCallum & Bell (2013): Under-identification often occurs because identification models are too insensitive; students often have strong compensatory mechanisms so never get screened or identified for instructional help Recommendations: Screen for reading, math and writing deficits Screening probes should be multi-dimensional and include reading comprehension and math reasoning Look for students who score well above the mean in one area (reading, math, writing) but who also have a significant discrepancy in one of the other areas 50