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By Jenny Chen
By Jenny Chen
When Bernadette Slowey’s son, Nick, was in 3rd grade, his teacher told Slowey that she might consider cognitive testing for her son. He was struggling with his reading but his teacher knew that Nick was an exceptionally bright child. As Nick progressed in school, he began getting frustrated with his differences in learning and teachers began reporting behavioral problems. It wasn’t until 5th grade that Nick was tested and diagnosed as twice exceptional: with both dyslexia and dysgraphia but also with above average intellect.
The case of Nick Slowey is becoming increasingly common as educators and psychologists become more aware of the possibilities for both learning disabilities and giftedness to exist within one child. Dawn Beckley of the University of Connecticut wrote in her article Gifted and Learning Disabled: Twice Exceptional Students wrote that “Twice-exceptional students are atypical learners who are often characterized as smart students with school problems. These students assume that learning tasks will be easy for them and are not prepared for the difficulty that arises from activities in areas of their disability.” Beckley also noted that the disconnect between intelligence and learning differences often leads to frustration, tension, and fear that eventually becomes defensiveness. Because of this frustration, these students often tend to be aggressive, careless, and frequently off-task.
Unfortunately however, Slowey says that most schools are not equipped to deal with this. “Schools think you’re either special ed, or you’re gifted, there’s no room for both,” she said. “With a dual diagnosis, the needs are double. You have to address both components: the differences in grasping the concept but also the fact that students may learn quickly and get bored with the material easily.” On the other hand, with the increase in awareness of double diagnosis, there has also been more research into how best to support students with these learning differences.
Shirael Pollack, MSPT, owner and director of Watch Me Grow, a sensory gym and speech language center in New York City, says that her teams takes a holistic approach to helping students succeed in the classroom. Each student works with several different professionals trained in different aspects of development including occupational therapists, speech therapists, etc. “Many of the students we see how have ADHD or autism can be extremely bright children, but they might have difficulty integrating their different senses,” Shirael said. For example, a student who hasn’t fully developed tracking skills with their eyes may have trouble reading. A student who is having trouble with their auditory sense may have trouble paying attention and require exercises in therapeutic listening. Another example includes correcting the posture of a student to correct their handwriting.
Vita Nemirovsky M.E.d, a former special education teacher also advocates looking at the whole child when helping any student but especially those with dual diagnoses. “You need to look at a child’s strengths…whether they are gifted or not,” Nemirovsky said. These strengths will help parents and educators better help a child develop. For example, if a child enjoys playing sports and being active, more experiential learning may help the student retain information better. However, Nemirovsky also cautions against ignoring the learning difficulties a child may face. “As bright as they are, they need support,” she said. “Just because they are being labeled as gifted doesn’t mean it’s a green card. Parents need to understand that on the day to day as their child is faced with challenges.” Nemirovksy emphasizes the difference between a child’s ability to perform an activity versus whether or not they will actually perform it. “For example, you may tell your child to clean their room and they say they will, but half an hour later, they’re distracted with something else. We need to change the focus from ‘can they’ to ‘will they?'” Nemirovsky said. She advocates working on the learning disability first so that the “giftedness can shine through.”
Across the board, experts agree that the most important component to helping a child with a dual diagnosis succeed is unconditional support from parents. This kind of support might be difficult to give all the time, Slowey said, especially when the parent feels that there is a negative stigma associated with their child having learning disabilities. “There seems to be a sense of failure associated with having a child with learning differences,” said Slowey. However, parental support is one of the most important things a child who may be struggling academically and socially can receive. Because most public schools, and even some private schools, are unaware of the specific needs of each child, parents can be a child’s only and most important advocate.
Slowey says that the most valuable lesson she learned while parenting her two twice exceptional children was actually about herself. The half Vietnamese American initially started out in the banking industry but she left in 2009 to produce an indie film about personal discovery and spiritual journeys through India. She admits that the journey has been tough, and often lonely. She recommends that parents reach out to other parents with dual diagnosed children. She also recommends parents get involved in their schools as much as possible and build a support network within their community. “If you could understand your children, you could understand yourself,” Slowey said. “It really forces you to look in the mirror.”
Resources: SENG Supporting the Emotional Needs of the Gifted NAGC Special Populations Network (National Association for Gifted Children) CEC (Council for Exceptional Students) AEGUS (Association for the Education of Gifted Underachieving Students)