May 11, 2007

Survey Focuses on One Group of Children Left Behind

Glen Ellyn, Ill., May 11, 2007 –  One group of children in America is being left behind in terms of getting all they need from the schools they attend, according to a newly-released survey of parents and educators. Those children are twice-exceptional (2e) students – high-ability children with learning disabilities or learning differences, estimated to comprise perhaps as much as 20 percent of all high-ability children.

More than 600 people who raise, teach, or counsel twice-exceptional children responded to an online survey in March and early April of 2007 about the needs of this special population. The survey consisted of 39 questions in three tracks – one each for parents, educators, and counselors. Respondents identified themselves as belonging to the following categories:

·         Parents (69 percent)

·         Educators (21 percent)

·         Counseling professionals (6 percent)

·         “Other” (4 percent).

Women made up the vast majority of respondents. Most were from the United States, although 54 responses came from other countries.

Parents’ Responses

Parents responded for up to four of their twice-exceptional children, with a total of 551 children reported on. AD/HD was the most widely reported exceptionality, followed by sensory integration issues and then anxiety.

Respondents indicated that most of the children are educated in public schools, followed by private schools and then home schooling. A small number of children receive online schooling.

In general, only 50 percent of parents whose children attend school felt “very” or “somewhat” confident that the schools are doing all they can for their children.

The survey captured parents’ requests for what schools could do to help 2e students succeed. The most frequent request was simply for school to understand and acknowledge the coexistence of giftedness and learning difficulties.

Educators’ Responses

Most educators who responded to the survey serve in public elementary schools, although a good number evidently serve across elementary/middle school/high school boundaries. The survey asked educators about their confidence that their school is doing “all it can” to help students in four categories:

·         “Regular” students

·         Special education/Learning disabled

·         Gifted

·         2e students.

While 95 percent felt “very” or “somewhat” confident that their schools are doing all they can for regular students, that confidence level dropped dramatically for students in the other three categories, to:

·         83 percent for special ed/LD students

·         76 percent for gifted students

·         Only 54 percent for 2e students.

The 54-percent figure is close to parents’ perception of whether their children’s schools are doing all they can to help their 2e students. The discrepancy between teachers’ confidence that school does all it can for twice-exceptional students versus regular (non-gifted/non-learning disabled) students is a very noticeable 41 percentage points.  

Also on the survey was a question for educators about what they needed most from the school administration to best meet the needs of 2e students. Teacher support and training led all responses.

Asked what they need most from parents of 2e students to best help those students succeed, educators’ responses overwhelmingly (69 percent) fell into the category of support by, participation of, and communication with parents.

Other Results

More complete results of the survey are online at www.2eNewsletter.com, including:

·         What educators feel they need from their school administrations to help twice-exceptional students succeed

·         Parents’ and educators’ perceptions of how well 504 or IEP arrangements help twice-exceptional students

·         Who families turn to for counseling help for 2e issues

·         The conditions counseling professionals see most in 2e children.

Not Getting the Help They Need

The survey reveals a group of “lost” children who are misunderstood and underserved. As one respondent to the survey stated:

Special education teachers address the disabilities, but their programs are designed for slower learners. Gifted education teachers don't want 2e kids in their classrooms because they don't fit the "mold" of a gifted child and often require accommodations. 2e kids don't fit in either place

The results of the survey highlight opportunities to help twice-exceptional children find their proper place, including:

·         Increasing awareness of twice exceptionality among school administrators

·         Better training educators and mental health professionals to understand and address the needs of twice-exceptional children

·         Developing or enhancing programs and services offered to twice-exceptional students

·         Making better use of IEPs and 504 Plans to provide twice-exceptional students with the support they need and to which they are entitled

·         Increasing parental involvement in educating their 2e children.

Source: Glen Ellyn Media, Publisher of 2e: Twice-Exceptional Newsletter

CONTACT: J Mark Bade, Partner, Glen Ellyn Media, +1-630.293.6798, Mark@GlenEllynMedia.com 

Website http://www.2eNewsletter.com