Self-esteem is negatively impacted by this lack of understanding, which gets translated into negative reactions and interactions with adults-parents, educators and professionals-who live and work with these children.Ī “gifted” diagnosis is often solely based on intelligence and achievement. So it is important to understand and do better for our twice exceptional children whose abundant and limitless potential often is squandered because of a serious lack of understanding of their day-to-day experiences. Self-esteem lays the foundation for success. Recognizing strengths and supporting the challenges of each diagnosis goes a long way toward helping these children increase their self-esteem and reach their potential. Twice exceptional children experience a tug-of-war depending on what combination of strengths and challenges they display. Children identified with ADHD become deficit-focused when their strengths are neither recognized nor celebrated. Gifted children suffer when undue expectations exist without consideration of other complex characteristics that define their day-to-day experience. (Twice exceptional or 2e refers to a diagnosis of gifted with a learning disability or learning difference as the second exceptionality in this article, 2e refers to ADHD as the second exceptionality). Neither assumption is ideal in supporting the child identified with either ADHD, giftedness, or both, often referred to as twice exceptional or 2e. However, one diagnosis is considered a disability and one, a gift. ADHD AND GIFTEDNESS are sometimes described as having the same or similar characteristics.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |