The challenges of twice-exceptional kids By Peg Rosen
“Your child is gifted and needs ?” Many parents are all too familiar with this kind of comment. You may hear it from friends. From family. Even from some teachers and doctors. Yet there are lots of people who have exceptional ability in some academic areas and significant learning difficulties in other areas. Educators use a special name to describe students who qualify for gifted programs as well as special education services. These children are referred to as , or 2e, learners. “Some organizations estimate that there are hundreds of thousands of twice-exceptional learners in U.S. schools.” Consider Tessa: She’s a bright, insightful, and enthusiastic fourth grader who is reading at a 12th-grade level. At the same time, she can’t pass her spelling tests, and writing is a huge struggle. Consider Jamie: At 16, he knows everything about the Civil War, writes beautifully, and can talk endlessly about politics. Yet he needs a calculator to help him with even the most basic math. And he couldn’t tie his shoes until he was in seventh grade. Consider Steven Spielberg: He’s one of the most successful filmmakers of all time, but reading has been a lifelong struggle for him because he has dyslexia. Twice-exceptional and easily overlooked Some organizations estimate that there are hundreds of thousands of twice-exceptional learners in U.S. schools. But there are no hard numbers because so many of these students are never formally identified as being gifted, having a disability, or both. Twice-exceptional children tend to fall into one of three categories. These categories help explain why students often go through school without the services and stimulation they need: Students whose giftedness masks their learning and thinking differences. These kids score high on tests for giftedness but may not do well in gifted programs. These students use their exceptional abilities to try to compensate for their weaknesses. But as they get older, they may be labeled as “underachievers” or “lazy” as they fall behind their gifted peers. Students whose learning and thinking differences mask their giftedness. Learning and thinking differences can affect performance on tests and other assessments for giftedness. For example, since many of these tests require language skills, kids with language-based challenges may not perform well. These kids may be placed in special education classes, where they become bored and possibly act out because they aren’t being challenged enough. Some of these children are identified, wrongly, as having emotional problems. Students whose learning and thinking differences and giftedness mask each other. These kids may appear to have average ability because their strengths and weaknesses “cancel each other out.” Consequently, these students may not qualify for gifted programs or for special education programs. Identifying twice-exceptional students Federal law protects students with disabilities. School districts are required to look for children with disabilities and provide special education to those who qualify for it. Gifted education is a different animal. There is no federal requirement for gifted education. Decisions about gifted programming are made at the state and local level. Few states specify what these services should be and which talents should be nurtured. This is often left up to individual school districts. And funding for gifted services can vary greatly from district to district. Identifying twice-exceptional students tends to be a low priority. Often it takes a proactive parent to push for testing for both giftedness and learning and thinking differences. But sometimes teachers are the first to raise the possibility. Here are some early tip-offs that your child could be a twice-exceptional learner: Extraordinary talent in a particular area, such as math, drawing, verbal communication, or music A significant gap between your child’s performance in school and performance on aptitude tests Signs of a processing disorder, such as having trouble following spoken directions or stories that are read aloud There isn’t a simple, one-test way of identifying twice-exceptional children. Ask your child’s school how it evaluates kids for giftedness and learning and thinking differences. The process usually includes assessing kids’ strengths and weaknesses as well as observing them in class and other settings. It may be helpful for you and the teachers to keep records of what your child excels in and struggles with. Be on the lookout for “disconnects” between how hard your child is studying and what kinds of grades your child gets. Social and emotional challenges Giftedness can add to the social and emotional challenges that often come along with learning and thinking differences. Here are some challenges that twice-exceptional learners may face: Frustration: This is especially common among kids whose talents and learning differences have gone unnoticed or only partially addressed. These students may have high aspirations and resent the often-low expectations that others have for them. They may crave independence and struggle to accept that they need support for their learning and thinking differences. Like many gifted students, twice-exceptional learners may be striving for perfection. Nearly all the students who participated in one study of giftedness and learning disabilities reported that they “could not make their brain, body, or both do what they wanted to do.” No wonder these kids are frustrated! Low self-esteem: Without the right supports, children with learning and thinking differences may lose confidence in their abilities or stop trying because they start to believe that failure is inevitable. This kind of negative thinking can add to the risk of depression. Social isolation: Twice-exceptional kids often feel like they don’t fit into one world or another. They may not have the social skills to be comfortable with the students in their gifted classes. They may also have trouble relating to students in their remedial classes. This can lead twice-exceptional learners to wonder, “Where do I belong?” These children often find it easier to relate to adults than to kids their age. How to help your child With the right supports and encouragement, twice-exceptional learners can flourish. (Just ask Steven Spielberg!) Here’s what you can do to help your child: Talk to the school. If you suspect your child may be twice exceptional, request a meeting with the school’s special education coordinator. Discuss your concerns, and ask about types of tests. Ask to stay in the gifted program. If your child has been identified as gifted but is not doing well in that program, request an assessment for learning and thinking differences before any decisions are made about removal from the program. Make the most of your child’s . If the school determines that your child is twice exceptional, use the annual goals in the Individualized Education Program (IEP) to address weaknesses and nurture gifts. Be prepared to brainstorm — and to be persistent! Find other twice-exceptional kids. Encourage your child to spend time with children who have similar interests and abilities. This can help kids celebrate their strengths and feel less isolated. You may be able to connect with twice-exceptional families through Understood’s Wunder community app. Empower your child. It’s important for kids to understand their gifts and weaknesses. Reassure your child that kids can get support in the areas where they struggle. But resist the urge to rush in and rescue your child every time something is frustrating. It’s better to help kids learn to cope with their mixed abilities. When caregivers partner with teachers, it can help kids develop their talents and achieve their full potential. Learn more about how to be an effective advocate for your child at school. With love and support from their family, kids can move ahead and make the most of their gifts. Key takeaways Gifted children with undiagnosed learning and thinking differences may appear to be “underachievers” or “lazy.” Twice-exceptional children are often at risk for social and emotional challenges. Your child’s IEP can address weaknesses and nurture strengths
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The intellectual potential of twice exceptional youth is great but sometimes difficult to recognize and cultivate due to a co-existing condition like ADHD, a learning disability, sensory issues, or other conditions that complicate learning — and teaching.By Michael Postma, Ph.D., Ed.D.
What Does Twice Exceptional Mean? “Twice exceptional” (2e) is the term used to describe intellectually gifted children with great potential for academic achievement who also have a learning disability or neurological challenge, like attention deficit hyperactivity disorder (ADHD or ADD). Their exceptional intellectual abilities of 2e students are often masked or obscured by one or several conditions (or vice versa), making them one of the least recognized and supported populations. Twice exceptionality requires special methods of identification and targeted educational supports that highlight a child’s strengths. Parents can help a twice exceptional teen and other 2e students by researching common characteristics, understanding how 2e brains excel, and learning how to uniquely support their needs in the classroom. Twice Exceptional Students: Common Characteristics The intellectual potential of twice exceptional youth is great. At the same time, they have an enduring disability or disorder that inhibits their learning experience. Common co-existing conditions include: ADHD Autism spectrum disorder (ASD) Learning disabilities (dyslexia, dyscalculia, dysgraphia, etc.) Sensory processing disorder (SPD) Emotional and behavioral disorders Physical disabilities Their intellectual capabilities typically mean that 2e children often exhibit: rapid learning strong memories large vocabularies advanced comprehension of nuances strong curiosity unusual emotional depth divergent thinking As a result, 2e children are often highly creative, hold varied and intense interests, exhibit sharp problem-solving skills, and have a sophisticated sense of humor. But 2e children also tend to struggle with: social interactions inconsistent performance disorganization executive dysfunction transitions/initiative fatigue In the classroom, twice exceptional children may perform both above and below average on different scales. Their intellectual gifts may overshadow their struggles, or vice versa – a dynamic that explains why identifying these children is so difficult. What’s more, if their intellectual gifts and deficits are left unaddressed, 2e children can experience anxiety, stress, extreme sadness, and feelings of underachievement. [Click to Read: Unlocking the Potential of Gifted Kids with ADHD] Twice Exceptional Children: Brain Development Research shows that the 2e brain, not accounting for any particular condition, is meta-physiologically different from a neurotypical brain. Twice exceptional brains generally tend to: be physically larger have more connectivity – the white matter within the brain is denser, meaning more connections and storing of information. Sensory intake capacity is also greater. be “over-excitable” – emotions are more intense because the limbic system, the part of the brain thought to be responsible for emotion and other processes, is overloaded by increased sensory input (as a result of denser white matter) and the development of intense epigenetics, or sensory prints, as the brain builds knowledge based on various environmental stimuli. The increased demands on the limbic system may explain why many 2e children have the same struggles and asynchronous development paths – their social-emotional growth is typically delayed, but their intellectual growth is accelerated. Twice Exceptional: Signs and Identification The process for identifying a 2e child often starts at home, even before school starts. Parents who suspect their children may be twice exceptional should first: Stop to reflect on the child’s behaviors. Some parents detect differences early on, like how their child plays, communicates, behaves, or responds compared to other children. Twice exceptionality tends to be characterized by major disparities in skill, like completing complex tasks and struggling with easier, simpler tasks. Look. Observe what happens when the child is struggling (and not) and consider the settings where struggles arise. Question what factors seem to be at play, and whether the child may be compensating for a deficit. Know that some 2e kids learn to camouflage their condition early on, tricking parents and even schools. Use a journal to document observations – the sooner, the better. Listen to what the child says about themselves and their struggles. True listening, especially for young children, may require more interpreting than anything else, as they might lack the vocabulary to accurately describe their challenges. Using a “word wall” – a list of varying words to convey emotions – can help children be more exact. [Read This: Twice-Exceptional and Thriving — At Last] 2e Assessment Steps Psychologists administer varying multi-section intellectual assessments, like the Wechsler Intelligence Scale for Children (WISC-V) and the Stanford-Binet Intelligence Scales, when attempting to identify twice exceptionality. The specialist analyzes and interprets results, then provides recommendations and/or further testing. Testing is common when the child reaches school age. In many cases, 2e children tend to have significantly different scores across assessment sections. These disparities and inconsistencies (called discrepancy scoring) typically signal to psychologists where they might go next to narrow in on deficits. Parents should consider the following in the specialist’s interpretations and recommendations, as well as in the testing experience: Signs of anxiety, stress, and/or discomfort. 2e children need to build a trust relationship with their proctor to be relaxed and give their best effort. Breaks are OK, and should be worked into testing if needed. A 2e-friendly testing environment so that sensory stimuli does not interfere with concentration (especially true for kids with ADHD). Even the pencil and paper used for testing can be challenging for certain students! In some sections, assessors should consider perfectionist tendencies 2e children tend to have that can slow them down in a bid for accuracy. Tasks that involve immediate recall may be a struggle for 2e children. 2e children process a great deal of information but it may not be organized sequentially in the brain. It takes time to organize, sort the best response, and deliver the most accurate result. Intense minds (especially those with ADD or ADHD or similar symptoms) may struggle with “sluggish cognitive tempo” – if a child is reluctant to engage and do the work, if they find the task boring, or are uncertain of what to do, they may score lower on certain test sections as a result. Remember – average scores on sub tests may look normal, but can still represent an area of difficulty, especially in comparison to the child’s strengths It is absolutely crucial for assessments to be performed by a specialist with experience working specifically with 2e children. There are many nuances when dealing with 2e children, from how the assessment is administered to how the results are interpreted, that may be lost when working with a general specialist. A trusting relationship between specialist and child is needed, so parents should check that the specialist spends time getting to know the child prior to assessment. The nonprofit I’m associated with, SENG (Supporting Emotional Needs of the Gifted), has a directory that lists 2e professionals. Twice Exceptional: Support & Strategies Parents play an important role in supporting their 2e children at home and when advocating with the school. A twice exceptional student thrives when their school addresses their deficits but also makes sure they are intellectually challenged. Schools that understand this dual responsibility and provide proper accommodations can help place a 2e child on the path to personal, academic, and social success. Supports at Home: Advice for Parents Know your child. Understand your child’s unique needs, interests, development, strengths, weaknesses, and ways of responding to their surroundings. Observe behaviors at home and at school. Teach your child who they are, how they operate, and why they are different. Do your best not to confuse support with helicopter parenting, as the latter may be detrimental in the long run. Find a support group to help you work through challenges, share ideas, and feel less alone. Teach social-emotional intelligence. This area is one of the biggest hurdles for 2e kids. Help your child expand their emotional vocabulary to better express their needs, and seek out healthy friendships (sometimes, intellectual friends are more important than chronological friends). Provide resources. Schools offer very little training for teachers on twice exceptionality. To compensate, provide easy-to-find resources, like checklists and pamphlets, to your child’s teachers. Also try to bring a calm presence to any interactions with staff. School Accommodations: Advice for Educators 2e accommodations may be as informal as providing notes prior to class or permitting doodling or fidgeting to help with focus. Accommodations ultimately come down to knowing how the child’s condition manifests, and valuing strengths and interests over weaknesses. Some ideas for 2e classroom accommodations include: extended time on assessments and assignments (ask for Measures of Academic Progress tests, which are not timed) individualized curriculums, created through diagnostic assessments that test their knowledge before and after learning units alternative projects, especially if the child can explore concepts through their interests assistive technologies (using recording devices, typing rather than writing, learning apps, etc.) multimedia resources (such as video lessons over typical lectures) Use of thematic instruction that can include the child’s passions or interests Developing Life Skills for Twice Exceptional Students from the Davidson Institute
Many readers of our Davidson Gifted Blog are familiar with the challenges twice exceptional (2e) students face. We know, too, that 2e students are capable of greatness, whether their learning challenges are sensory, ASD, ADHD, or otherwise. We often promote ways to help these learners receive support in the school environment – but what about general support outside of learning? Life skills and other soft skills are important to the success and wellbeing of all individuals. The term “life skills” may be used to refer to a wide range of abilities, but commonly, they are thought of as the ability to problem-solve, regulate emotions and impulses, communicate effectively with others, and self-reflect. You use these skills when you are trying to find a restaurant in a new city, when you have to make small talk at a friend’s wedding, and in any number of ordinary situations. However, a student who is 2e may have a learning difference that makes one or more of these life skills more difficult to navigate than their neurotypical peers. The Role of Executive Function for 2e Children It may not come as a surprise to most, but life skills are closely linked to “Executive Functioning.” Many children who are 2e, regardless of their diagnosis, struggle with executive functioning. Executive functioning is controlled by the prefrontal cortex that helps us execute tasks. Some of the skills under this umbrella include planning into the future, prioritizing, time management, organization, focus, task initiation, motivation, follow-through, self-regulation, introspection, and working memory. Overall, this means that children who are identified as 2e may find it difficult to carry out daily tasks on their own. While 2e children may face certain executive functioning challenges, there are ways to help support their growth in these areas. A Note on the Importance of Self-Esteem Many children who are 2e get direct or indirect messages that they are “lazy,” “don’t try hard,” and “are bad” in and outside of the classroom, when in fact, they might be struggling with executive functioning skills. In part, this is because our world is largely shaped by and for neurotypical learners. Over time, these messages may contribute to behaviors like avoidance, resistance, or apathy towards common actives, like attending a classmate’s birthday party. To help these children change the narrative that “something is wrong with them,” it is important that parents provide support at home and scaffolding for essential life skills. Scaffolding Life Skills with 2e Children Parents with 2e children often work with educators on developing skills within the context of the classroom or academics but having multiple exceptionalities doesn’t stop once an individual graduates. It is important to note that the area of the brain associated with executive functioning continues to develop through a person’s 20s, sometimes completing at 25 or 30 years old. Just like an athlete’s training is often steady and ongoing, 2e children need chances to exercise these skills to help grow their ability to perform life skills that may not come as easily for them. Parents may try the following framework to help their child gain scaffolding in key areas: Model We’ve all heard it before, but it begins at home. Modeling life skills for your children will help them observe and learn how to interact with the world as they grow. Some parents may feel that modeling the right example for their children means they must be perfect all the time when it is actually quite the opposite! For example, if your 2e child struggles with impulse control, be vocal and share in your own life when you must exercise this skill; you might say to you child, “Wow. That was a really boring lecture. I wanted to get up and leave so bad! But I knew I needed to wait until at least the intermission because the people who put this event on worked very hard and I did not want to disrespect their efforts.” Engage Of course, modeling doesn’t always lead exactly to “monkey see, monkey do,” and as parents, we may not always be aware of what other behaviors are being modeled for our children. This is why the next step is to engage in a discussion with your child to help promote self-reflection. You might start by helping your child identify what roadblocks come up when they engage in specific tasks? Are there any patterns or strong emotions that come up? For example, if your 2e child is always late to events, you might ask them about how they get ready to go somewhere. Perhaps their biggest hang up is picking out an outfit, so you make a plan to pick out clothes together the night before they are supposed to meet their friend for a movie. Practice 2e students may need a longer runway before “take off.” That is, you may need to help them practice, practice, and practice life skills some more before they are ready. Previewing is a great tool for all learners and can be used to help children with life skills as well. For example, if your 2e child has sensory processing issues that make them especially sensitive to chewing noises, you might preview how to handle a group activity that involves eating. Together, you can brainstorm strategies like using earplugs, stepping outside for quiet time, or breathing exercises that your child will them have in their back pocket when they eventually are around someone who triggers their hearing sensitivity. Activate At some point, your child will need to put their life skills to the test outside of the home. Parents can help provide safe risk-taking opportunities in the real world to help their children activate their life skills. For example, if your 2e child struggles with decision making, give them a low-stakes chance to practice by having them choose the next restaurant your family dines out to. You can share any allergies other family members have and help them with the trial and error of planning. For example, maybe the restaurant they picked has a 45min wait – that is okay! This is a great learning moment for problem-solving, and you can discuss waiting versus finding a Plan B option. You can also utilize volunteer programs and summer camps as places where your child can practice life skills. Reward As children are practicing these life skills, parents should be sensitive to the child’s self-esteem and wellbeing. As we discussed above, many tasks that may seem simple are accompanied by negative messages and strong emotions. (An excellent discussion of this can be found in Jessica McCabe’s video “The Wall of Awful.”) Seth Perler shares the idea of the 3:1 Rule – for every constructive criticism, point out three things they did well. It will take effort to produce sincere comments, but this positive feedback gives their brain a little reward, much like a videogame would award points for tasks, which will help them build motivation to tackle other activities outside of their comfort zone. Repeat It is fine to repeat the steps above as many times as needed! It can also be helpful to break things down into smaller chunks, so you are only tackling developing one life skill at a time, rather than overwhelming your child by working on too many things at once. Setting realistic expectations can be difficult for both parents and children, but small incremental progress over time is the name of the game. Your Child Is Intelligent. That Doesn’t Mean He’s Rational.
Children with ADHD and high intelligence — twice exceptional kids — can often articulate a persuasive argument, but that doesn’t mean they are making rational judgments or smart choices for themselves. It’s up to parents to differentiate opinion from fact, and to understand how anxiety manifests in some 2E children. By Ryan Wexelblatt, LCSW I met “Sean” because he attended my camp for a few weeks one summer. Sean was diagnosed with an inattentive profile of ADHD, he was also intellectually gifted. Sean exhibited anxiety from a young age which was expressed as negativity and at times, oppositional behavior. (This is very common.) What compounded this was the fact that, like many intellectually gifted kids, Sean had been told how smart he was his whole life. He possessed a level of intellectual arrogance which made it difficult for his same-age peers to relate to him. Sean’s parents admittedly accommodated his anxiety for most of his life. This reached it’s “tipping point” in 7th grade, when Sean became school avoidant to the extent that he missed almost the whole school year and was put on home-bound instruction During the brief time I knew Sean, I noticed a pattern that many parents of intelligent/articulate kids fall into: Sean’s parents misinterpreted his ability to construct a compelling argument as rational judgment when in reality it was his way of avoiding anxiety or initial discomfort. During Sean’s time at camp, he would complain about camp to his parents. They would take whatever he said as fact without asking me for clarification. In this sense, Sean’s parents were still accommodating his anxiety by reacting to his anxious thoughts as facts. The night before Sean’s last week of camp, I received an email from his mother saying, “Due to the functioning levels of the other boys attending camp this week Sean will not be attending.” I can only surmise that Sean told his parents that the other boys were “weird” or not functioning at his level and again they took what he said as fact. I figured that was the last time I would ever hear from them. About two months later, Sean’s parents reached out to me and wanted feedback about the time I spent with Sean. I shared that I thought it was important for them to keep in perspective that Sean’s intelligence and ability to articulate himself does not equate to maturity or rational judgment. I was candid with them that I felt that the week they allowed Sean to skip camp was enabling his avoidance and it would have been helpful to ask me about the other kids, rather than just relying on Sean’s perception. To my surprise, they signed up Sean for my social anxiety group comprising boys his age. Again, Sean made it noticeable that he thought he was intellectually superior to the other boys. Eventually he stopped coming. While Sean’s parents thought they stopped accommodating his anxiety, they actually did not. They misinterpreted what he shared with them as rational judgment rather than seeing it for what it was: his anxiety or discomfort. This was compounded by Sean’s intellectual arrogance because he thought that he was smarter than the other kids both at camp and in the group. I have come across quite a few families (and even health professionals) who mistake their son’s ability to make a compelling argument as mature and rational judgment. Unfortunately, I find these parents unreachable because they tend to be so enamored with their son’s intellect that they have difficulty hearing that their son’s perception is often based in anxiety, not reality. ADHD and intelligence are uncorrelated. Yet so many of our kids score off the charts on IQ tests and are clearly smarter than their grades and conduct reports might suggest. Teaching and parenting these twice-exceptional (and easily bored) students takes persistence and creativity, but the hard work is more than worthwhile when their gifts are unlocked.
By Lynne Ticknor Many parents and teachers don’t realize that a child can be gifted and have learning disabilities, a combination called “twice exceptional,” or 2e. Debra Hori, an education therapist, didn’t. Her son, Ben, was diagnosed with attention deficit hyperactivity disorder (ADHD) at age eight, but it took three years to learn that his verbal skills and IQ were well above average. “He was tested, and he scored in the gifted range,” says Hori. “I decided to enroll him in a different school that accommodated all of his needs,” she explains. “It made a world of difference.” The twice exceptional teen or child often has a rough time in school. Her gifts mask her special needs, and her special needs hide her academic ability. As a result, she is usually labeled “lazy,” “unmotivated,” or a “slacker.” Several factors contribute to the delayed diagnosis of students who have both ADHD and gifted abilities. Inattention and other ADHD symptoms may result in lower scores on tests used to determine eligibility for gifted programs. Also, teachers are less likely to notice ADHD symptoms in students who are not disruptive. Parents are likely to be skeptical of an ADHD diagnosis when they know their child is bright. Remember, though, that a high IQ alone is not enough to be successful in school. Working memory, say experts, is a better predictor than any test result. [Self-Test: Could Your Child Have a Learning Disability?] How to Meet the Learning Needs of Gifted Students with Learning Disabilities “Unlike mainstream students, twice-exceptional students — gifted students who have ADHD and learning disabilities — struggle with getting their thoughts down on paper, writing legibly, doing calculations accurately, staying organized, and following step-by-step instructions,” says Linda Neumann, editor and co-publisher of 2e: Twice-Exceptional Newsletter. “They appear distracted or lazy, but they are trying very hard.” As a result, many so-called 2e students feel “dumb” and wind up hating school. “It can be devastating when a student knows he’s smart, but is not able to reach his potential,” says Chris Dendy, who developed a DVD, Real Life ADHD, for children and teens. Placing a gifted child with ADHD with other gifted students is an automatic — but sometimes misguided — strategy. Without schoolwork that meets their cognitive needs, gifted children with ADHD find it hard to sustain attention and often develop poor work habits. On the other hand, some gifted students avoid 2e students because of their lack of organizational skills and social skills. Twice-exceptional students need a program that nurtures their talents while accommodating their weaknesses, says Susan Baum, Ph.D., an educator, researcher, and author of To Be Gifted and Learning Disabled. Gifted children with ADHD need accelerated learning, even while they are working on the cognitive skills that will support the faster pace. They should have a “differentiated curriculum” — with options in what they learn and how they learn it. Teachers and parents should ensure that a 2e student has the support skills to manage his tasks and to compensate for his weaker executive function. Work with the school to secure services for your child. Some gifted students need more time to complete tasks than other students. They often benefit from using assistive technology, such as a portable word processor or a calculator. “All of Ben’s problems didn’t disappear when he attended a new school, but his outlook on life improved significantly,” says Debra Hori. “I had my son again, and that was good enough for me.” Five Tips for Parents of Gifted Children with ADHD Trust your instincts. You know your child better than anyone else. Don’t assume that professionals know better because they have credentials. Trust your child. If he says he can’t do something, don’t assume that he’s being lazy or obstinate, and don’t believe anyone who says he is. Don’t ignore the gifts while trying to fix the disabilities. Gifted children get depressed when they aren’t able to learn new things. Don’t ignore the disabilities while nurturing the gifts. Children get frustrated and depressed if they are constantly required to do things they can’t do. Know that your child can be in a gifted program and also have an IEP or a 504 Plan. Gifted students with ADHD may be eligible for IDEA services, in certain circumstances, under the Other Health Impairment or Specific Learning Disability category. |
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