Clever and Quirky: Seeing Through the Mask Part 2

Written by Laura Teresa Dascoli, BMus, GradDipEd(Sec), MEd, GradCertEdRes. PhD Candidate, Monash University, and Coordinator of Learning Enhancement – Hume Anglican Grammar (Donnybrook & Kalkallo Campuses)

Part 1 of this article can be found here

Laura will present around this topic at the Diverse Learners Symposium, 17 & 18 June 2022 at the Melbourne Convention & Exhibition Centre

In Part 1, the challenges relating to the identification of our twice-exceptional children were discussed, in addition to many strategies which may be effective in supporting the development of the ‘whole child.’ Supporting the whole child refers to not only targeting academic growth, but understanding that academic growth simply cannot occur without the fundamentals in social-emotional wellbeing being present. This includes aspects such as self-concept, confidence, time management, organisation, and the ability to thrive within their social settings.

 STRATEGIES (Continued)

From a classroom perspective, using schedules can be an effective way to provide structure for all children, but particularly our 2e. One must be mindful though, that schedules can enhance ridged thinking and due to this, flexible thinking must be taught in conjunction with using a schedule. One phrase I use frequently at the commencement of each day is ‘At this point, here are our activities for the day. We all know that at school things can change quickly so I’ll let you know when or if anything will be different to today’s schedule when I know.’ The notion of pre-warning a 2e child of any significant events which may spike their anxiety can be beneficial to alleviating undue stress and teaching flexible thinking capabilities in real-life scenarios.

Many 2e children require the explicit teaching of social skills. Teaching how we might react in certain social situations, how to respond to ‘run of the mill’ peer conflict and how to interpret non-verbal communication from others. Using YouTube clips or scenes from movies can be a great tool to use, to model interactions between two or more people where their non-verbal communication can be discussed and analysed with the child. Relating video clip scenarios to moments in time where the child may have experienced a similar interaction can be also an effective way of making this teaching strategy relatable and significant to the child and their own world. For example, a video clip which illustrates a peer pressure scenario, or scenario involving peer conflict can be used to analyse what strategies were used in the clip, whether or not the strategies were effective in managing the scenario, and discuss with the child what would work for them if they were in a similar situation.

Classroom structure, organisation and management needs to be carefully considered for the 2e child. The smallest considerations can be made and make such a significant difference to a child’s day. Considerations such as the allocation of bag lockers and tubs to ensure the child is not placed in the middle of a busy locker bay or tub trolley. By simply allocating a locker on the end of a bay, you are reducing the likelihood of the child becoming overwhelmed at the mere thought of needing to get something they require. Table arrangements are similar. If you have the option of placing a 2e child on a 4 or 6-seater table (the less people, the less sensory stimulation), always choose the smaller group. At the start of the year at the very least, I place my 2e children on a smaller table, close to the front and always, front and centre to the board. With support, the child will be able to trasnition to larger groups throughout the year when and if they are ready. Small group activities can be challenging for a 2e child at times, so strategically constructed groups with peers who have the capability to support each other can provide an environment in which the 2e child can be a part of an encouraging team, where their contributions are valued. Close supervision of this group may be necessary to support both the 2e child and the other group members navigate their way through the collaborative skills required with being a part of a team to ensure positive outcomes and experiences.

When we suspect a child is twice-exceptional, best practice recommends employing a strength-based approach. This is as simple as it sounds. Find out what the child loves, enjoys, is good at or interested in. Then go from there. If the child shows strengths in mathematical thinking, use this as a vehicle to teach new skills… those they struggle with. For example, teach skills they may need such as organisation and time management, using mathematical tools such as calendars and schedules. If the child shows strengths in visual arts and oral language, use art and high-level conversations to teach critical executive function skills they may require, such as emotional self-regulation. Using strength-based approaches to help develop, establish and extend core skills is a successful way of not only meeting the child’s needs, but also allowing them to experience success whilst developing skills they find difficult and might normally shy away from.

The method of scaffolding learning experiences by using the Zone of Proximal Development (ZPD) (Vygotsky, 2011), is also an important part of ensuring the child’s experiences are positive, and that they are not just left to their own devices once we’ve ‘taught’ them how to do something. Just because we’ve taught them, doesn’t mean they’ve learnt, remembered or can reproduce the same behaviours in the future. The ZPD is the space with a child’s learning, where the task is not too difficult, nor too easy. In other words, the task is of ‘just right’ difficulty. When you scaffold and/or use the ZPD, you’re supporting the child by doing the task with them, making immediate success more attainable; thus, building confidence. After some time of doing this, allow the child to ‘have a go’ independently but with you near, for immediate support. Assisting, prompting and guiding, but not taking over unless necessary. The final stages of the child learning a new skill, is for them to be able to do this independently, without assistance and on many occasions over a period of time. At this point, the child has moved outside the ZPD where the task is no longer a challenge; potentially causing boredom. This is where they are ready to learn a new skill or build further on the ones they’re working on. By presenting additional challenges, we place the child back into the ZPD where the most effective learning happens, and the cycle begins again.

The person assisting the development of new skills according to Vygotsky, is the More Knowledgeable Other (MKO). The MKO does not need to be a parent or teacher, but often presents wonderful opportunities for peer-to-peer mentoring within school settings. This requires explicit training and support for the student mentor of course, ensuring they have the skills to be able to facilitate positive experiences for both parties. In turn, the 2e child can also be trained as a mentor for another student requiring support in something the 2e child is an ‘expert’ in, and so it goes on.

Peer mentorship programs can be developed as a broader, bigger-picture gifted and talented program, or can simply be developed within the classroom by the classroom teacher. There are many moments within the classroom for teachers to provide opportunities for a 2e child to work with a mentor or mentee on an individual project, which often provides greater individualised learning outcomes than the regular class program.

Mentorship programs are perfect opportunities to build confidence in our 2e children and continue the notion of strength-based approaches.

By providing strength-based learning opportunities for our 2e children whilst using a scaffolded approach, we construct scenarios in which they can experience success, build new skills and ultimately, develop the confidence and belief in themselves which allows them to feel valued and capable both now, and in the future.

Laura will present around this topic at the Diverse Learners Symposium, 17 & 18 June 2022 at the Melbourne Convention & Exhibition Centre

References 

Ronksley-Pavia, M. (2020). Twice-Exceptionality in Australia: Prevalence

Estimates. Australasian Journal Of Gifted Education, 17-29. https://doi.org/10.21505/ajge.2020.0013

 Vygotsky, L. (2011). The Dynamics of the Schoolchild’s Mental