Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted & learning disabled: strength-based strategies for helping twice-exceptional students with Ld, Adhd, Asd, and more. Texas: Prufrock
2 takeaways from Chapter 10
- One interesting concept in Baum, Schader and Owen (2017) relates to “reflection and metacognition” (p.165). This aspect of programming is often neglected especially when goals are achieved. This chapter reading has prompted me to revisit and re-value this concept: reflection on not just what went wrong, but even more critically, what went right. In addition, the assessment on whether successful programming can be better improved by the participants and professionals involved in program implementation serves as a way to figure out contexts and conditions for success that might be applied to other areas for the student. Reflection for the professional is also important for assimilating new knowledge or insight into professional growth.
- The second concept I re-discovered, is the utility in illustrating case studies in particular with the 2e population. The authors section “lessons learnt from Bryan’s story” (p.167) demonstrated powerfully in concrete ways the importance of not just looking at problematic behaviors but the need to figure out if the problematic behaviors are symptoms/expressions of something else. I am dismayed that how often ADHD seems to be the first thing that comes out of not just parents but also teachers in my public school. It is likely that Bryan’s parents could see the path Bryan is going but no services are available till he fails! Parents can and should use the story of their child as an advocacy tool to connect administrators/educators emotionally with their child. Do not discount the power of your child’s story.