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Double Exept
Double Exept
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Éva Gyarmathy
Hungarian Academy of Sciences
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All content following this page was uploaded by Éva Gyarmathy on 14 August 2014.
Eva Gyarmathy
Double exceptionality
The fact that both specific learning difficulties and giftedness are even for
themselves heterogeneous, and in origin and appearance many kinds of populations
are behind the definitions, makes identification more difficult. We can use
identificational methods that aim to find the typical, irregular information processes
of the gifted persons with specific learning difficulties. Further references, and my
own experiences show that these children achieve on a very different level in the
school, and have a specific learning style that is little suitable for school success.
Poor verbal, sequential, analytic processes cause difficulties for gifted children with
specific learning difficulties, though they are bright, when visual, holistic, parallel
approach is required. Verbal-sequential abilities are highly appreciated in our
society, starting in the school. Education is based on this way of thinking. Those, who
are different, not only suffer from their unfittingness, but fail to acquire abilities and
knowledge, like command of language, they need for later high achievements.
Results show that gifted children with specific learning difficulties in appropriate
learning and testing situation can perform as high as their average peers. Most of
their problem roots from their different information processing and learning style.
Gifted education and verbal abilities
Theory and practice in gifted education have shifted from an emphasis primarily on
general cognitive ability to an appreciation of the unique information afforded by
sequential-verbal abilities.
Given what is known about the structure and organization of human abilities there
appears to be at least one dimension of the cognitive spectrum missing in academic
assessment and training, the parallel, holistic thinking. Abilities connected to this
“right hemisphere abilities” like spatial visualisation, understanding music, humor,
emotions, imagination typically are not assessed when selecting individuals for
advanced training in basic science.
Why have abilities of parallel information processing been neglected in working with
intellectually talented students? This may stem from false beliefs that these abilities
are more relevant to the "vocational trades" than to academic or professional
endeavors, inasmuch as the latter tend to place a heavy emphasis on verbal
competence An alternative possibility, however, is that evidence of the differential
and incremental validity of multiple abilities over and above verbal has been lacking.
Current approaches and methods used in the treatment of the children with specific
learning difficulties are deficit oriented. They focus on disabilities. This attitude
causes low self-esteem and continuous anxiety. The monoton drills to treat literacy
deficits are hardly endurable for gifted persons. If by chance a child with high
intelligence is identified as dyslexic, the torture that the treatment means can lead
to extreme problem behavior, and can hinder the development of a healthy
personality.
In this way it is difficult to decide which is less harmful, if the child is identified as
suffering from specific learning difficulties and pulled into a treatment described
above, or if remains unidentified, and endures the continuous frustration of the
everyday failures in the school, while not understanding that many far less bright
peers can achieve so well.
Identified dyslexics are relieved of learning foreign languages. This false alleviation
leads to further frustration, low self-esteem and lack of important abilities.
The solution is in the whole brain teaching. We have to work out and use
appropriate methods to teach languages for those with special needs.
Consequences
Not only those with high abilities and specific learning difficulties need alternative
teaching. Most of the underachievers are not underachievers, but underserved or
miss-served. Education doesn't fit to their rather parallel-holistic abilities. Not only
the children should fit to the education, but also education should fit to the children.
Learning languages is a built-in ability of the human beings. Those with verbal
deficits may need to make more effort, but those who can acquire a language, even
with subdominant verbal-sequential information processing can learn foreign
languages. The key is the method. Teaching should use more “right brain” activities
such as art, drama, music, humor, emotions and social situations. Visual materials,
and different types of technology support have to be developed, too.
Structure
Three phases:
1. No reading and no writing
2. Reading – phonological abilities to improve
3. Reading and writing – spelling and grammar to achieve the phonological
awareness
Phase 1
No reading and no writing
The material consists of situations, games and tasks where the learner can hear and
see the words, sentences and the short instructions and see pictures of the words
and situations of the communication .
Steps forward:
♦ The learner is not expected to produce sentences or give any feed back in the
first time.
♦ Production is the learners decision.
♦ Production is expected as repetition of the material.
♦ The learner answers questions
♦ The learner creates own sentences
Phase 2
Reading – phonological abilities to improve
The learner mustn’t pronounce incorrectly the words. The reading production is
starting only when it is 100% sure that the learner knows the pronunciation of the
given material. The material is based on the material of the first phase. The games,
situations and tasks should support the graduality.
Steps forward:
♦ The learner reads the text together with the computer while follows the words.
(Colors or any other signing is good for it.)
♦ The learner repeats the text after the computer, while follows it.
♦ The learner reads the text, and the computer repeats. Thus the learner can check
own production.
Phase 3
Reading and writing – spelling and grammar to achieve the phonological
awareness
The learner should write only when the production is 100% surely correct. The
learner mustn’t see the words incorrectly written.
Steps forward:
♦ The learner copies the words and sentences. The computer gives feed back.
♦ The learner writes those words and sentences that are already in the inner
lexicon. The computer gives feed back.
♦ The learner writes sentences. The computer gives feed back.
Content
a. The material has to be visual, auditive and verbal in the same time. The words and
sentences have to be seen in a picture, have to be pronounced and the written form
has to be seen together.
b. The material has to be interactive. Games, situations, tasks, choices, decisions
make the material living.
c. The material can be improved by songs and poems. Karaoke is a very good tool.
d. The grammar tasks have to be clear. Visual and auditive clues should help the
understanding and usage of the rules. Colors, shapes and drawings diagrams can be
good aids. A good sample sentence helps a lot.
e. The material should contain links where other materials on a given level can be
found.