To Label Or Not To Label?

In the US, it is estimated that up to 20% of gifted children may also have a learning disability of some sort, i.e. are twice exceptional. We don’t have figures for Ireland, but I assume they would be roughly similar. Is this accurate? Do these children really warrant a diagnosis or label or are they just plain gifted and displaying behaviour typical of giftedness?

Physical disabilities and some learning disabilities may be easy enough to identify. Others are not so clear-cut, particularly in gifted individuals. What is the difference between ADHD and overexcitability? Does the daydreaming, unfocused child or the one who keeps blurting out the answers in class have a brain which is working at a hundred miles an hour or do they have ADHD? Is a child who does not mix well with their classmates displaying asynchrony or do they have Asperger Syndrome?  Is a child who can be elated one minute and distraught the next, suffering from bipolar disorder or just emotional intensity? Do you see the problem?

In Ireland, very few psychologists, psychiatrists and occupational therapists have expertise in giftedness. So, when faced with these issues, they may be too quick to label. On the other hand, for the very same reason, they may miss the diagnosis of a learning disability if giftedness is masking the problem. It is important to be able to see the big picture because, as Dr Linda Silverman says when describing how the gifted cope with learning disabilities, compensation is a two-edged sword.

Most behaviours or traits have a spectrum and we each display them at different intensities. Much like a graphic equaliser gives a piece of music its overall character, it is the combination of all these behaviours at different levels which gives us each our unique personality. Some of us lie near the centre of the range for all the traits; others fall well to one end or the other of some. Does that indicate a diagnosable condition or are we just a little eccentric?

Let me use ADHD to illustrate my point. I am very disorganised, I procrastinate, I flit from idea to idea without seeing things through, and my house usually looks like a tornado just passed through. Do I have ADHD? Well, I am certainly well up along that particular spectrum! Whether I warrant the label or not, I am not sure. 

Excuse the sexist stereotyping but, consider a married man with ADHD and a personal assistant. His assistant keeps him organised at work and, more than likely, his wife keeps him organised at home. So, it's quite possible that he does fine and may never even know he has ADHD. In contrast, a married woman with ADHD who chooses the traditional role of stay-at-home-mother may be expected to manage the household and organise everyone; herself, her children and her husband. Throw in a child or two with traits of ADHD (it tends to run in families) and a couple of pets and the chances are, she may struggle somewhat. She may, like me, be frazzled! 

So you see, the impact of the “problem” very much depends on life circumstances at any given time. If we choose the “right” job and the “right” partner, we may sail through just fine. Alternatively, we may end up in trouble at various times. My view is that we must be aware of our traits and how they affect us. Firstly, it makes us better able to make good choices and not to be too hard on ourselves when we mess up. Secondly, we can learn strategies that may help us to cope. What works for people with the full-blown disability, may help those with milder traits. It is our job as parents, to help our children to understand themselves in this way and to take responsibility for their behaviour. 

Having said that, there are times when we may need to accept the label and seek help. This is particularly important for our children. It is all very well to say we don’t want them to be stigmatised, but if they are struggling to cope at school, getting a diagnosis or label can be the only way to get support for them. This may make all the difference, not only to their level of achievement, but also to their self-confidence and general well being during their formative years.

References: 

Gifted Children with Learning Disabilities : Lost Treasures by Linda Kreger Silverman 

Overexcitability and the Gifted by Sharon Lind

Asynchronous Development by Jean Goerss

Emotional Intensity in Gifted Children by Lesley Kay Sword

The Two-Edged Sword of Compensation: How the Gifted Cope With Learning Disabilities by Linda Kreger Silverman

Understanding How Gifted and Twice Exceptional Children Can Benefit From OT  by Debra Johnson

Happy World Teachers' Day!

It’s World Teachers' Day today, so a big THANK YOU to all teachers in Ireland and across the globe! I hope you continue to inspire and be inspired by your students every day.

As a parent I am grateful for the many inspiring teachers in whose classrooms my children have spent time. I am amazed at their patience, commitment and dedication to the children they teach. Many of them go way beyond the call of duty in providing support, extra-curricular activities, supervision hours and a determination to help students succeed. My son’s History teacher is a fine example. His enthusiasm for his subject is infectious, his story-telling legendary, his commitment to helping a classroom full of teenage boys see the value of history in their modern high-tech world is fantastic. One of those brave souls who volunteers to travel on school trips (and even appears to enjoy them!), his influence is such that my 2nd Year son has already decided to take History as a Leaving Cert subject as long as his teacher is Mr. Carey. This is one great teacher! And I am lucky that my children’s schools are full of teachers like this; able to reach their students in a myriad of different ways.

My children are also Exceptionally Able which can make for a different experience of our school system. There is, I think, a growing awareness that gifted children have quite distinct and different needs. Supporting those children in a meaningful way without compromising the needs of others and balancing scarce resources is the hard part. Being able to identify which children are gifted is the first step. As a parent of Exceptionally Able children there are a few things of which I wish more of our teachers were aware. Here are five things which might ease the way for these students for whom our educational system is not best suited;

• The Exceptionally Able are not always the high-achievers in the classroom, and the high-achievers are not always Exceptionally Able. Spotting EA students is not an easy task. It would be a great leap forward if schools and teachers could make it their mission to be able to recognize gifted pupils.
• We (their parents) often know a lot about our particular children and giftedness in general. We have often spent many hours researching giftedness from classroom strategies to friendship or social issues to help us raise these different children. Use us, we’d love to help.
• Work is not supposed to be too easy. If our children always get 100% please make it more difficult for them, otherwise they will fall apart when they finally face a challenge that doesn’t come easy. See our post on Vygotsky’s ZPD for more.
• Playing to my child’s strengths gives him or her confidence to tackle any weaknesses,  the other way around does not. You’ve probably all already seen this clip about how unique all our children are, but it really says it all.
• These students could often go far far beyond what the curriculum, the classroom or the teacher can offer. I understand the limits within which you have to operate, so do these students. By the simple act of letting them know you recognize their ability you can give a powerful message that they are understood and valued.

But most of all; Thank You, for giving my children and hundreds of others the gift of life-long learning. That is priceless.