GIFTED AND LEARNING Amber Bean

EXCEPTIONALITIES TWICE Sarah Boltz

Sophie Lee
EXCEPTIONAL
 AMBERS STORY
Amber is all over the place. Her teachers say her binder is an absolute
mess, she is consistently off task, she is never sitting in her chair, and
that they email her parents for missing and/or incomplete work almost
weekly. Her teachers note her unrelated comments and actions distract
her and her classmates so much so that she has her own space in the
classroom. Its the end of her 5th grade year, and Amber has qualified
for 504 services from her diagnosis of ADHD.
When Amber gets to middle school, her Social Studies teacher, Ms.
Smith, notes how creative, thoughtful, and inquisitive she is during their
two-week economic simulation. Amber chooses her topic, completes her
portion of the work, and enacts her role to perfection. Through
encouragement and an extra watchful eye, her teacher has enough
documentation that she includes Amber in the CISS qualification
process. Amber tests, and she qualifies for being gifted.
DUAL EXCEPTIONAL
STUDENTS ARE:
1. Students who are identified as gifted and talented in
one or more areas of exceptionality (Specific academics,
general intellectual ability, creativity, leadership, visual,
and performing arts);
And also identified with
2. A disability defined by Federal/ State eligibility criteria:
specific learning disability, significant identifiable,
emotional disability, physical disabilities, sensory
disabilities, autism or ADHD.
OTHER STRATEGIES
Nurturing environment
Specifically differentiated resources
IEP with accommodations (academic, behavioral, social)
504 Plan with accommodations (academic, behavioral, social)
Use of technology
Student choice
Peer/Adult mentor (check in, check out)
Understanding of both exceptionalities
Flexibility
FINAL TAKEAWAY
Linda Silverman, Ph.D., the director of the Gifted
Development Center has found that fully 1/6 of gifted
children tested at the GDC have a learning difference of
some type.

So what does that mean?

Unidentified students whose gifts and disabilities may be
masked by average achievement. How can be more
aware of these students?