Have you heard about Let’s Talk 2e! virtual conference? Launching for FREE on August 19-21, this conference (formerly known as “2 Days of 2e”) is for parents of twice exceptional children to learn about:
Strategies to address and relieve stress
Alternative educational placements
Identifying learning styles
Culturally diverse learners
Strategies to address trauma
Giftedness and Autism
Connecting personality and learning styles
Technology tips for your 2e learner
Launching your 2e child
Gain free access for 24 hours and then the option to purchase an ALL ACCESS PASS, which includes speaker gifts for you, audio files, and a live Q/A session with speakers!
Don’t miss our own Drs. Alissa Doobay, Megan Foley-Nipon, and Katie Schabilion’s session, “Twice Exceptionality: The Intersection of Giftedness and Autism” on August 20. And check out the rest of the incredible line-up below.
Our thanks to Wendy Behrens for sending this information to us. Wendy is the Gifted and Talented Education Specialist, Minnesota Department of Education
Throughout the world, people are experiencing anxiety about the Covid-19 outbreak. Children are not immune to worry and many young students are concerned about missing school and friends and confused by changing schedules and responsibilities. Older students may also be concerned about testing, college applications, completion of courses, credits, missing final school events and more.
The National Association of School Psychologists (NASP) reminds us that during these uncertain times, children look to adults for guidance on how to react. As our anxiety rises, so does the anxiety of our children. NASP recommends, “Parents reassure children that health and school officials are working hard to ensure that people throughout the country stay healthy. However, children also need factual, age appropriate information about the potential seriousness of disease risk and concrete instruction about how to avoid infections and spread of disease. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety.”
Resources for Consideration
Cultivating Calm Amidst a Storm. Blog from Nicole A. Tetreault, Ph.D., on how to calm our mind, body, and nervous system in the presence of a global health crisis. (March 18, 2020)
Helping Your Child Manage Stress Through Mindfulness by Michele Kane, Ed.D. Parenting for High Potential, Dec 2017. This article, written directly to teens and tweens, helps gifted adolescents understand mindfulness and the formal/informal pathways to mindfulness. Includes apps, books, and online resources for kids.
Management of Anxiety Begins at Homeby Sal Mendaglio, Ph.D., Parenting for High Potential, Summer 2016. General article that focuses on the sources of anxiety in gifted children and what parents can do to help reduce anxiety at home.
The fall semester has flown by, and it’s almost 2020! Happy holidays and we hope you are looking forward to exciting opportunities in the new year. Goethe has a quote that seems so appropriate for a new year: Knowing is not enough; we must apply. Wishing is not enough; we must do.
Over the short winter break (December 30 – January 17, 2020), educators and/or parents can take advantage of one of our most useful classes entitled Current Readings and Research in Gifted Education (EDTL:4085:0WKA)!
As the title suggests, this is your opportunity to read that book you’ve heard about (or at least several chapters of that book, since a one-semester-hour class requires only about 150 – 175 pages of readings). NAGC has awarded three 2019 book awards:
Scholar Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools (Prufrock Academic Press) by Paula Olszewski-Kubilius, Rena F. Subotnik, and Frank C. Worrell
Practitioner A Teacher’s Guide to Flexible Grouping and Collaborative Learning (Free Spirit Publishing) by Dina Brulles and Karen L. Brown
Parent/Caregiver Differently Wired: Raising an Exceptional Child in a Conventional World (Workman Publishing) by Deborah Reber
If you attended a state conference or the national convention, you might have heard about other materials that would help you better advocate for or meet the needs of your own advanced learner(s).
You can also read research-based articles for this credit; we give you the tips you need to find your own journal articles (and while you are enrolled for credit, you have full access to all the online materials in the University of Iowa libraries!). We can also help you find the most useful materials on a topic of importance to you (e.g., how to support twice-exceptional learners, or what articles would be most helpful to you for that upcoming professional development session you’re providing at your school later in January).
To participate in our classes, you must register with Distance and Online Education as a non-degree seeking student; for the State of Iowa Endorsement in Talented and Gifted Education, you may register as either a graduate or undergraduate student, regardless of your professional status; if you won’t benefit in other ways from the graduate credit, you can save tuition dollars. Once you have your HawkID and password, you can follow the directions to register for the courses that interest you the most; follow belinblank.org/educators/reg.
All of our classes fulfill strands required for endorsement. All will help you better understand important issues in the field. Billy Wilder, journalist, screenwriter, and filmmaker, is given credit for saying, “Hindsight is always 20 : 20.” Let’s plan ahead for 2020, identifying and implementing best practices for gifted children.
A parent recently told us about her child’s teacher, who confidently stated, “Well, you know the research tells us that it’s a really bad idea for kids to start kindergarten early.” Another parent said that the climate at his children’s school is unsupportive of acceleration. When approached about the possibility of subject acceleration or grade acceleration, the principal simply said, “Kids who accelerate don’t fit in.”
Those of us who have read (and done some of) the research want to jump into those conversations with both feet, summarize 70 years of research, and demand accelerative opportunities for the children. This isn’t necessarily the best approach. Being an advocate for our children might mean introducing information slowly or finding ways to inform educators other than forcefully giving them a list of the “Top Ten Reasons My Child Should be Allowed to Accelerate.”
One important thing to mention up front is that many educators simply have not had the opportunity to be informed about acceleration. Even in graduate programs in gifted education, educators don’t necessarily learn about the research and tools for acceleration, let alone how to practice acceleration in schools. Regular education teachers and administrators spend very little time in their undergraduate courses learning about gifted students, and even less time studying acceleration. All of this means that you, the parent, might be better informed than the educator sitting in front of you. It also means that the educator sitting in front of you might, with every good intention, believe that certain myths about acceleration are true.
Get ready. You might have to learn the information on your own, and you might be the one teaching your teachers and administrators about acceleration. Fear not! There are lots of tools to help you with this.
Learn the facts. Research tells us that acceleration is often the most appropriate avenue for helping academically talented students find a match between their abilities and the curriculum available at their school. The Belin-Blank Center’s Acceleration Institute gathers important research and information about acceleration in one place. Research articles, practical advice, video stories – it’s all there. Other great places to find information include the Hoagies Gifted website and the Davidson Institute website.
Share what you have learned. Volume 1 of A Nation Empowered and Volume 1 of A Nation Deceived are both very approachable resources that a busy administrator or teacher can read quickly. You can download both of those documents for free from the websites linked above. If you want even more information about the research, read Volume 2 of A Nation Empowered.
Be reassured that there are objective tools that can help us know when it is appropriate to accelerate a student. You don’t have to make the decision about a grade skip or subject acceleration based on a “gut feeling.” The Iowa Acceleration Scale was designed to help families and educators work together to gather information, discuss important factors, and make an informed decision about a grade skip. Above-level testing is the essential tool for making decisions about subject acceleration. The Integrated Acceleration System is a new tool that will be launched by the Belin-Blank Center in the coming months and will help educators and families determine if a grade skip, early entrance to kindergarten or college, or subject acceleration are a good fit for their student. This new tool also draws on the Belin-Blank Center staff members’ extensive experience with twice-exceptional students and special considerations when accelerating them.
Advocacy might also mean helping to write policy for your school or district. First, a caution: Policy work takes a long time. If you are trying to resolve a situation for your child, focus on your child and the issues that are pertinent to your child. Don’t try to solve everything for everyone. Leave the policy for another day. However, if you are in a position to help make things better for future students, this might be the time to have policy discussions. Together, the Belin-Blank Center and the National Association for Gifted Children produced a helpful document on Developing Academic Acceleration Policies. This should help you get started on writing defensible policies for acceleration.
OK. It may seem like a lot but have courage. You have the tools, you have the information, and you can be an effective advocate for your child’s acceleration. Go for it!
A new group has been organized in the I-380 corridor to provide an informational support network to parents and educators of twice-exceptional (2e) learners.
Understood.org has partnered with Amanda Freese to offer monthly meetings that provide information about strength-based advocacy for 2e individuals as well as resources and services related to enrichment academic opportunities and learning and attention challenges.
The group meets on the third Tuesday of each month from 6:30-8:00 p.m. Odd monthly meetings are held in North Liberty and even monthly meetings are held in Cedar Rapids. The April meeting, “Building a 504/IEP Success Binder Workshop,” is scheduled for Tuesday, April 17 at Grant Wood AEA.