Students then choose one of the people on the list and write a research paper on that person. At the end of the unit, students research people named Righteous Among the Nations by the State of Israel. Some interventions might be allowing the student to add an interactive portion to a project based on their interest areas, research a topic of interest to the student, or include a creative element to an existing assignment.įor example, my students read the novel Night by Elie Wiesel each year. Teachers of gifted students with ADHD must be careful to focus on developing the students’ talents while also attending to the ADHD. However, for the gifted child with ADHD, an abbreviated assignment may actually lead to more feelings of boredom and frustration because gifted children need high amounts of stimulation. For example, one of the most common interventions for students with ADHD is the shortening or simplifying of material and assignments, and in most cases, this strategy helps the student focus on an abbreviated amount of material. Many times, typical ADHD interventions are not suitable for gifted children with ADHD. Differentiate Interventionsĭesign unique interventions for each specific student that is twice-exceptional. When creating groups and placing students, place them with other gifted kids who are understanding while also providing the intellectual stimulation that comes from socializing with other gifted children. They also need the social interaction that comes with interacting with other gifted children. Group twice-exceptional gifted students with other gifted students because twice-exceptional students need to be challenged intellectually and academically. So, as teachers, what can we do? What strategies can we utilize in the classroom to help our twice-exceptional students be successful? There are three ways that we can offer interventions and support to our gifted students with ADHD. This can make the social aspect of school particularly hard for the student to navigate. In some cases, the twice-exceptional student may be behind in maturity by as much as three years. When giftedness is not recognized early on in a student’s academic career, the student may not achieve consistently to the level he or she is capable of and this can result in low self-esteem.įinally, gifted students with ADHD are not as socially and emotionally mature as their peers who are gifted but do not have ADHD. Likewise, ADHD can, at times, lower performance in the classroom and delay the recognition of gifted abilities (Neihart). It can be difficult for the gifted student to leave the “flow” (). This state of intense focus is sometimes called “flow.” Many times, being in the “flow” is seen as a positive thing, but for the gifted student with ADHD, switching from the enjoyable task to another task, he or she may struggle more than students with ADHD who are not gifted. For example, when a gifted child with ADHD is focused on an activity that he or she truly enjoys, like reading, it may appear that the student can focus for long periods of time, and, therefore, does not have ADHD. ![]() In addition, giftedness may mask ADHD and prevent or delay diagnosis. Counseling is often helpful for twice-exceptional students because it helps them understand how their brains work and how it affects their learning. It is very important for these students to understand what ADHD is and how it can affect the learning process. They don’t always understand why they can succeed on some days and in some situations but not in others. That said, gifted students with ADHD are often confused and upset because they may not succeed on a consistent basis. However, the twice-exceptional student may find that his or her impulsivity leads to the right decision more often than his or her counterpart. Gifted students who have been diagnosed with ADHD often act without thinking, much like their peers who have ADHD but are not gifted (Shultz, 1998). ![]() How do we, as teachers of twice-exceptional students, help them be successful in the classroom? How do you support your gifted students with ADHD? Share with us below! Understanding ADHD and Giftednessīefore we can begin instructing gifted students with ADHD, we must understand the unique challenges they face. Jerome Schultz, ADHD can impact a gifted student’s ability to focus, successfully complete school work, and interact positively with peers (1998). For twice-exceptional students who are gifted and have ADHD, that frustration can be quite extreme and, at times, unpredictable. Frustration is common for students with ADHD.
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