Twice-Exceptional Individuals

There is no pedagogic problem in education as vexing as twice-exceptional students. More than other students, they belie the assumption that students can be educated as a group of age peers rather than as individuals. Many educators acknowledge that these children need to be identified and educated with Individualized Education Plans or 504 Plans that seek to address and compensate for some of their weaknesses, but those plans require time, resources, and in some cases a considerable amount of effort. The problems of arranging special accomodations for 2e students are compounded when teachers are faced with several of them at once—all while trying to teach their regular students.

When we begin to look closely, however, we find that many individuals in our society are twice-exceptional. The 2e label encompasses a broad spectrum of people who have learning disabilities, such as dyslexia, people who have attentional or behavioral disorders, such as ADD or Obsessive-Compulsive Disorder, and people who have physical disabilities, such as handicaps like blindness. Consequently, when we begin to count the number of people who are twice-exceptional, it turns out be a significant proportion of the gifted population. All of these individuals will have vastly different needs and will need different accommodations to enable them to succeed—but with their gifted brains, they will indeed succeed, given the opportunities.  

As the resources of schools and school districts are constricted by diminishing budgets, special provisions for many twice-exceptional students are curtailed. Identification is avoided, and services are not rendered. Increasingly, it falls upon the parents to homeschool their children.

The books in this series all address twice-exceptionality in some way. Some are for parents and teachers; others are for children. Each offers a unique perspective on the issue of what to do with children who demonstrate giftedness in the midst of a disability or disorder so that these children can grow up proudly as the best versions of themselves that they have to offer the world.

There is no pedagogic problem in education as vexing as twice-exceptional students. More than other students, they belie the assumption that students can be educated as a group of age peers rather than as individuals. Many educators acknowledge that these children need to be identified and educated with Individualized Education Plans or 504 Plans that seek to address and compensate for some of their weaknesses, but those plans require time, resources, and in some cases a considerable amount of effort. The problems of arranging special accomodations for 2e students are compounded when teachers are faced with several of them at once—all while trying to teach their regular students.

When we begin to look closely, however, we find that many individuals in our society are twice-exceptional. The 2e label encompasses a broad spectrum of people who have learning disabilities, such as dyslexia, people who have attentional or behavioral disorders, such as ADD or Obsessive-Compulsive Disorder, and people who have physical disabilities, such as handicaps like blindness. Consequently, when we begin to count the number of people who are twice-exceptional, it turns out be a significant proportion of the gifted population. All of these individuals will have vastly different needs and will need different accommodations to enable them to succeed—but with their gifted brains, they will indeed succeed, given the opportunities.  

The books in this series all address twice-exceptionality in some way. Some are for parents and teachers; others are for children. Each offers a unique perspective on the issue of what to do with children who demonstrate giftedness in the midst of a disability or disorder so that these children can grow up proudly as the best versions of themselves that they have to offer the world.

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The Inconvenient Student (Paperback)

Subtitle: Critical Issues in the Identification and Education of Twice-Exceptional Students

Author: Postma, Dr. Michael

Subjects: Giftedness; Twice-Exceptionality; Learning Disabilities; Social/Emotional Issues

Pages: 199

ISBN: 978-0-88092-233-3

Order code: 2333

Price: $22.50
Website price: $15.00

Also an iBook from iTunes

The Inconvenient Student (Paperback) Cover

The Inconvenient Student: Critical Issues in the Identification and Education of Twice-Exceptional Students

Twice-exceptional children are those who are both gifted and have a learning disability or an attentional or behavioral disorder. Because they have exceptionalities at both ends of the spectrum, their needs tend to go unmet. Often they are able to compensate for their disability with their giftedness, and their disability typically masks their giftedness, leaving them struggling enormously to perform at average levels, unnoticed by school systems. The Inconvenient Student, by Dr. Michael Postma, tackles the problem of identifying gifted kids who have dyslexia, dysgraphia, sensory processing disorder, auditory and visual processing disorders, ADD, autism or Asperger's, ODD, OCD, anxiety, and depression. Dr. Postma explains in detail what these children are like and how to accommodate their needs in the regular classroom so that they can strengthen their weaknesses and maximize their strengths.

The Inconvenient Student: Critical Issues in the Identification and Education of Twice-Exceptional Students

Twice-exceptional children are those who are both gifted and have a learning disability or an attentional or behavioral disorder. Because they have exceptionalities at both ends of the spectrum, their needs tend to go unmet. Often they are able to compensate for their disability with their giftedness, and their disability typically masks their giftedness, leaving them struggling enormously to perform at average levels, unnoticed by school systems. The Inconvenient Student, by Dr. Michael Postma, tackles the problem of identifying gifted kids who have dyslexia, dysgraphia, sensory processing disorder, auditory and visual processing disorders, ADD, autism or Asperger's, ODD, OCD, anxiety, and depression. Dr. Postma explains in detail what these children are like and how to accommodate their needs in the regular classroom so that they can strengthen their weaknesses and maximize their strengths.

The Inconvenient Student (Paperback) Cover

The Inconvenient Student: sample pages:

My Twice-Exceptional Murphy

Author: Ault, Jennifer

Subjects: Animal story; Giftedness; Twice-Exceptionality

ISBN: 978-0-88092-264-7

Latest edition: 2016

Order code: 2647

Price: $12.99
Website price: $10.00

Also an iBook from iTunes

My Twice-Exceptional Murphy Cover

Murphy was a special dog from the beginning. He was a happy puppy, and incredibly smart. Yet at about the age of five, he began exhibiting pervasive symptoms of anxiety and fear that rapidly took over his life. His story is one of struggle against unknown terrors and of the love and patient care that his dog mom (a.k.a. owner) provided to bring him back to health. It is a tale of love, determination, resilience, and inspiration.

The story is exceptionally rich emotionally. It chronicles Murphy's entire life, including its end. Adults should be aware of this before giving this book to particularly sensitive young readers.

“I thoroughly enjoyed reading Jennifer Ault’s My Twice-Exceptional Murphy. Jennifer is an excellent translator of dogspeak. Parents of 2e children, as well as the children themselves, will relate to this heart-warming story of Murphy’s development. A must-read for dog lovers everywhere.” Linda Kreger Silverman, Founder and Director, Institute for the Study of Advanced Development

Murphy was a special dog from the beginning. He was a happy puppy, and incredibly smart. Yet at about the age of five, he began exhibiting pervasive symptoms of anxiety and fear that rapidly took over his life. His story is one of struggle against unknown terrors and of the love and patient care that his dog mom (a.k.a. owner) provided to bring him back to health. It is a tale of love, determination, resilience, and inspiration.

The story is exceptionally rich emotionally. It chronicles Murphy's entire life, including its end. Adults should be aware of this before giving this book to particularly sensitive young readers.

“I thoroughly enjoyed reading Jennifer Ault’s My Twice-Exceptional MurphyJennifer is an excellent translator of dogspeak. Parents of 2e children, as well as the children themselves, will relate to this heart-warming story of Murphy’s development. A must-read for dog lovers everywhere.” – Linda Kreger Silverman, Founder and Director, Institute for the Study of Advanced Development

My Twice-Exceptional Murphy Cover

My Twice-Exceptional Murphy sample pages:

"Mellow Out," They Say. If I Only Could

Author: Piechowski, Michael M.

Subjects: Guidance; Emotional Needs; Gifted Education/Guidance; Asynchrony; Twice-Exceptionality

Pages: 377

ISBN: 978-089824-491-5

Latest edition: November 2013

Order code: 4915

Price: $30.00
Website price: $25.00

Also an iBook from iTunes

"Mellow Out," They Say. If I Only Could Cover

This highly acclaimed and valued book, now in its second edition, is intended for parents and teachers of intense and sensitive young people and to serve the young people as a friendly mirror in which they can recognize themselves for who they are.

Dr. Michael Piechowski was honored at SENG in July 2016 with a Lifetime Achievement Award.

Gifted children and adults tend to be intense, and this intensity often makes them seem strange to others. Their reactions are often viewed by others as overreactions, when in fact these individuals are simply responding to the environment (both without and within) with the overexcitability that is a fundamental trait of giftedness. Mellow Out explores that intensity and sensitivity, giving voice to gifted youth in numerous excerpts throughout the book. 

In this updated edition, Piechowski introduces the concept of openness to experience that, together with intuition and overexcitability, forms the blend of personality characteristics typical of the great majority of gifted children. He expands on the topic of visual-spatial, picture, and nonvisual alternative thinkers, and he introduces the concept of emotional style and its six dimensions that have specific activation areas in the brain. In addition, he expands the topic of spiritual giftedness, an often-neglected area of study within gifted populations.

About the first edition:

"Reading these pages is like having a heart-to-heart conversation with gifted youth. By letting them speak in their own voices, Michael Piechowski has afforded us the most honest glimpse into the Heart and Soul of giftedness." – Annemarie Roeper, Founder of the Roeper School, author of Educating Children for Life and My Life Experiences with Children

"It is like being introduced to my son for the first time." – parent of a gifted boy

"Your book is like striking gold for us! On the way to a movie, I was listening to you being interviewed on the radio. My two girls (ages 5 and 10) were in the back chatting away. Suddenly, my 10-year-old screamed, 'Mom!  He’s talking about me!  How does he know me?!' I explained that you don’t know her. She then said, 'That’s how I feel. That’s what goes on in my head too!'” – Kathy Bero, Watertown, WI

"For years, I have waited for Michael Piechowski to put together the full picture of what it means to be gifted. In this volume, he does just that. A book of magnificent proportions—it is erudite, down-to-earth, and written with a sensitivity that will cause readers to recognize in themselves the inner qualities of giftedness." – James R. Delisle, Ph.D., author of Gifted Children Speak Out, Guiding the Social and Emotional Development of Gifted Youth, and the Gifted Kids’ Survival Guide

"This book is Michael Piechowski’s long-awaited magnum opus on emotional intelligence. It resonates with the real voices of gifted adolescents who speak with insight and passion about the realities of their emotional lives." – Jane Piirto, Ph.D., author of Understanding Creativity, “My Teeming Brain”: Understanding Creative Writers, and Talented Children and Adults

"I believe people are going to have remarkable emotional experiences reading your book. Thank you for fighting the labeling of exceptionality as pathological. I like your contrast of emotionality and emotional intensity. The implicit question of what to do with all this intensity and sensitivity is answered in [this book] with all practicality, providing a sampler of helpful exercises for growth. The exercises come alive because you have studied them with real individuals’ real experiences that are compelling and too singular not to be true. This is a masterful book, apparently charming and innocent but packing a huge punch of higher reality." – Elizabeth Maxwell, Associate Director, Gifted Development Center

Michael M. Piechowski received his M.Sc. in plant physiology from Adam Mickiewicz University in Poznan, his hometown in Poland. After a year of study in Belgium, he came to the United States, obtaining a Ph.D. in molecular biology from the University of Wisconsin–Madison. He taught at the University of Alberta, Edmonton, where he met Dr. Kazimierz Dabrowski. They worked together for eight years. Not interrupting their collaboration, Piechowski returned to the University of Wisconsin to obtain a Ph.D. in counseling psychology. Subsequently, he taught at the University of Illinois, Northwestern University, and Northland College, situated on Lake Superior’s Chequamegon Bay. He is a Senior Fellow of the Institute for Educational Advancement and Professor Emeritus, Northland College, Ashland, Wisconsin, where he introduced an experiential course in transpersonal psychology. He is a contributor to the Handbook of Gifted Education and the Encyclopedia of Creativity. His studies of self-actualizing people and moral exemplars led him to the study of emotional and spiritual giftedness. He has taught at the Honors Summer Institute at Ashland University in Ashland, Ohio, and has lectured in New Zealand and Australia. Since 2002 he has been involved with the Yunasa summer camp for highly gifted youth, organized by the Institute for Educational Advancement. He lives in Madison, Wisconsin.

This highly acclaimed and valued book, now in its second edition, is intended for parents and teachers of intense and sensitive young people and to serve the young people as a friendly mirror in which they can recognize themselves for who they are.

Dr. Michael Piechowski was honored at SENG in July 2016 with a Lifetime Achievement Award.

Gifted children and adults tend to be intense, and this intensity often makes them seem strange to others. Their reactions are often viewed by others as overreactions, when in fact these individuals are simply responding to the environment (both without and within) with the overexcitability that is a fundamental trait of giftedness. Mellow Out explores that intensity and sensitivity, giving voice to gifted youth in numerous excerpts throughout the book. 

In this updated edition, Piechowski introduces the concept of openness to experience that, together with intuition and overexcitability, forms the blend of personality characteristics typical of the great majority of gifted children. He expands on the topic of visual-spatial, picture, and nonvisual alternative thinkers, and he introduces the concept of emotional style and its six dimensions that have specific activation areas in the brain. In addition, he expands the topic of spiritual giftedness, an often-neglected area of study within gifted populations.

About the first edition:

"Reading these pages is like having a heart-to-heart conversation with gifted youth. By letting them speak in their own voices, Michael Piechowski has afforded us the most honest glimpse into the Heart and Soul of giftedness." – Annemarie Roeper, Founder of the Roeper School, author of Educating Children for Life and My Life Experiences with Children

"It is like being introduced to my son for the first time." – parent of a gifted boy

"Your book is like striking gold for us! On the way to a movie, I was listening to you being interviewed on the radio. My two girls (ages 5 and 10) were in the back chatting away. Suddenly, my 10-year-old screamed, 'Mom!  He’s talking about me!  How does he know me?!' I explained that you don’t know her. She then said, 'That’s how I feel. That’s what goes on in my head too!'” – Kathy Bero, Watertown, WI

"For years, I have waited for Michael Piechowski to put together the full picture of what it means to be gifted. In this volume, he does just that. A book of magnificent proportions—it is erudite, down-to-earth, and written with a sensitivity that will cause readers to recognize in themselves the inner qualities of giftedness." – James R. Delisle, Ph.D., author of Gifted Children Speak OutGuiding the Social and Emotional Development of Gifted Youth, and the Gifted Kids’ Survival Guide

"This book is Michael Piechowski’s long-awaited magnum opus on emotional intelligence. It resonates with the real voices of gifted adolescents who speak with insight and passion about the realities of their emotional lives." – Jane Piirto, Ph.D., author of Understanding Creativity“My Teeming Brain”: Understanding Creative Writers, and Talented Children and Adults

"I believe people are going to have remarkable emotional experiences reading your book. Thank you for fighting the labeling of exceptionality as pathological. I like your contrast of emotionality and emotional intensity. The implicit question of what to do with all this intensity and sensitivity is answered in [this book] with all practicality, providing a sampler of helpful exercises for growth. The exercises come alive because you have studied them with real individuals’ real experiences that are compelling and too singular not to be true. This is a masterful book, apparently charming and innocent but packing a huge punch of higher reality." – Elizabeth Maxwell, Associate Director, Gifted Development Center

Michael M. Piechowski received his M.Sc. in plant physiology from Adam Mickiewicz University in Poznan, his hometown in Poland. After a year of study in Belgium, he came to the United States, obtaining a Ph.D. in molecular biology from the University of Wisconsin–Madison. He taught at the University of Alberta, Edmonton, where he met Dr. Kazimierz Dabrowski. They worked together for eight years. Not interrupting their collaboration, Piechowski returned to the University of Wisconsin to obtain a Ph.D. in counseling psychology. Subsequently, he taught at the University of Illinois, Northwestern University, and Northland College, situated on Lake Superior’s Chequamegon Bay. He is a Senior Fellow of the Institute for Educational Advancement and Professor Emeritus, Northland College, Ashland, Wisconsin, where he introduced an experiential course in transpersonal psychology. He is a contributor to the Handbook of Gifted Education and the Encyclopedia of Creativity. His studies of self-actualizing people and moral exemplars led him to the study of emotional and spiritual giftedness. He has taught at the Honors Summer Institute at Ashland University in Ashland, Ohio, and has lectured in New Zealand and Australia. Since 2002 he has been involved with the Yunasa summer camp for highly gifted youth, organized by the Institute for Educational Advancement. He lives in Madison, Wisconsin.

"Mellow Out," They Say. If I Only Could Cover

Sample pages and chapters from Mellow Out:

Links

Off the Charts: Asynchrony and the Gifted Child

Author: Neville, Christine S.; Piechowski, Michael M.; Tolan, Stephanie S.

Subjects: Gifted Education; Gifted Education/Guidance; Asynchrony; Twice-Exceptionality

ISBN: 978-0-89824-380-2

Latest edition: 2013

Order code: 3802

Off the Charts: Asynchrony and the Gifted Child Cover

WINNER OF THE 2013 LEGACY BOOK AWARD FOR SCHOLARS*

This is the first publication of the Columbus Group, which in February of 2014 held its first publicly-shared gathering in Albuquerque, New Mexico—a special event for the participants. Off the Charts is the most original and important publication on giftedness to appear in many years.

The editors have brought together nineteen essays by renowned gifted education specialists (see below for the full list) to produce this important new publication.

Off the Charts is an exploration of the effects of asynchronous development on gifted children and adults. It contains sections on Asynchrony and the Individual, Asynchrony and the Family, and Asynchrony and Learning. Chapters describe the nature of asynchrony, methods of dealing with the challenges of asynchrony, and recommendations for adapting education in a variety of settings. 

The contributors' contention is that gifted education should be from a child-centered perspective, rather than from a "product perspective," in which the emphasis is on achievement, competition, and outer recognition. The child-centered approach concentrates on self-development and personal growth and fosters interrelatedness and wholeness. This is an important resource for parents, teachers, counselors, and others concerned with the optimal development of gifted to highly gifted individuals.

The book is dedicated to Annemarie Roeper (1918-2012), who before she died contributed a chapter. From the introduction: "Unusual intelligence, when understood, accepted, supported, allowed, and even celebrated, can lead, as it did for Annemarie, to a life experience of passion, accomplishment, service to the world, and deep personal meaning."

Review:

"Off the Charts by the 'mythical' and illustrious Columbus Group is an excellent book for parents, teachers, counselors, and others concerned with the optimal development of gifted to profoundly gifted individuals.... [It] will quickly top the chart of must-reads for parents and professionals alike." – Gifted Homeschoolers' Forum

CONTRIBUTORS:

Fiedler, Ellen D.
Gallagher, Shelagh A.
Gatto-Walden, Patricia
Hutton, Barbara Mitchell
Kane, Michele
Kearney, Kathi
Lovecky, Deirdre V.
Meckstroth, Elizabeth A.
Neville, Christine S.
Piechowski, Michael M.
Roeper, Annemarie
Silverman, Linda Kreger
Tolan, Stephanie S.
Wasserman, John D.

* The Legacy Book® Awards, a service from the Texas Association for the Gifted & Talented (TAGT), honor outstanding books published in the United States that have long-term potential for positively influencing the lives of gifted individuals and contribute to the understanding, well-being, education, and success of gifted and talented students. The Scholar category guides graduate students or advanced educators to understand and expand upon the latest research on giftedness and G/T education.

WINNER OF THE 2013 LEGACY BOOK AWARD FOR SCHOLARS*

This is the first publication of the Columbus Group, which in February of 2014 held its first publicly-shared gathering in Albuquerque, New Mexico—a special event for the participants. Off the Charts is the most original and important publication on giftedness to appear in many years.

The editors have brought together nineteen essays by renowned gifted education specialists (see below for the full list) to produce this important new publication.

Off the Charts is an exploration of the effects of asynchronous development on gifted children and adults. It contains sections on Asynchrony and the Individual, Asynchrony and the Family, and Asynchrony and Learning. Chapters describe the nature of asynchrony, methods of dealing with the challenges of asynchrony, and recommendations for adapting education in a variety of settings. 

The contributors' contention is that gifted education should be from a child-centered perspective, rather than from a "product perspective," in which the emphasis is on achievement, competition, and outer recognition. The child-centered approach concentrates on self-development and personal growth and fosters interrelatedness and wholeness. This is an important resource for parents, teachers, counselors, and others concerned with the optimal development of gifted to highly gifted individuals.

The book is dedicated to Annemarie Roeper (1918-2012), who before she died contributed a chapter. From the introduction: "Unusual intelligence, when understood, accepted, supported, allowed, and even celebrated, can lead, as it did for Annemarie, to a life experience of passion, accomplishment, service to the world, and deep personal meaning."

Review:

"Off the Charts by the 'mythical' and illustrious Columbus Group is an excellent book for parents, teachers, counselors, and others concerned with the optimal development of gifted to profoundly gifted individuals.... [It] will quickly top the chart of must-reads for parents and professionals alike." – Gifted Homeschoolers' Forum

CONTRIBUTORS:

Fiedler, Ellen D.
Gallagher, Shelagh A.
Gatto-Walden, Patricia
Hutton, Barbara Mitchell
Kane, Michele
Kearney, Kathi
Lovecky, Deirdre V.
Meckstroth, Elizabeth A.
Neville, Christine S.
Piechowski, Michael M.
Roeper, Annemarie
Silverman, Linda Kreger
Tolan, Stephanie S.
Wasserman, John D.

* The Legacy Book® Awards, a service from the Texas Association for the Gifted & Talented (TAGT), honor outstanding books published in the United States that have long-term potential for positively influencing the lives of gifted individuals and contribute to the understanding, well-being, education, and success of gifted and talented students. The Scholar category guides graduate students or advanced educators to understand and expand upon the latest research on giftedness and G/T education.

Off the Charts: Asynchrony and the Gifted Child Cover

Table of Contents plus First Eleven Pages:

Embracing the Whole Gifted Self

Author: Gatto-Walden, Patricia Ph.D.

Subjects: Guidance; Giftedness

ISBN: 978-0-89824-291-1

Latest edition: July 2016

Order code: 2911

Price: $22.50
Website price: $15.00

Embracing the Whole Gifted Self Cover

Many gifted people cultivate and appreciate their extraordinary intellect, but Dr. Patricia Gatto-Walden uses her 30 years of clinical experience to explore giftedness through the perspective of all the domains of a person: intellectual, emotional, physical, spiritual, and social. Only by acknowledging, understanding, and nurturing all the domains can gifted individuals embrace their whole gifted selves.

It is Gatto-Walden's belief that home life, education, and counseling of the gifted must attend to the integration and enhancement of the mind, heart, body, spirit, and social self in order to attain contentment and balance in everyday life. This book encapsulates her holistic approach to understanding the problems experienced by highly gifted children and adults. She covers overexcitability, perfectionism, and asynchrony, with many examples of those she has helped.

Dr. Patricia Gatto-Walden was honored at SENG in 2016 with a Clinician of the Year Award and in 2014 received the Annemarie Roeper Award for exceptional service to gifted youth.

Dr. Patricia Gatto-Walden is a licensed psychologist who has worked with moderately, highly, and profoundly gifted individuals of all ages.  In her consulting practice, she has specialized in three areas: holistic health and well-being, educational consulting for the gifted, and staff and program development. She has helped parents, educators, and administrators understand and accept the multifaceted inner world, needs, and concerns of gifted individuals. Her career has included university instruction of doctoral-level counseling trainees, counselor supervision, and educational administration. She has extensive experience guiding staff development, program development sessions, problem-solving groups, and workshops. She has been a featured speaker at national and international gifted conferences and educational workshops and has served two terms as chair of the Global Awareness Network of the National Association for Gifted Children. She is a Senior Fellow for the Institute of Educational Advancement, which serves gifted youth through various programs, including Yunasa, a holistic summer camp for highly gifted youth. 

Many gifted people cultivate and appreciate their extraordinary intellect, but Dr. Patricia Gatto-Walden uses her 30 years of clinical experience to explore giftedness through the perspective of all the domains of a person: intellectual, emotional, physical, spiritual, and social. Only by acknowledging, understanding, and nurturing all the domains can gifted individuals embrace their whole gifted selves.

It is Gatto-Walden's belief that home life, education, and counseling of the gifted must attend to the integration and enhancement of the mind, heart, body, spirit, and social self in order to attain contentment and balance in everyday life. This book encapsulates her holistic approach to understanding the problems experienced by highly gifted children and adults. She covers overexcitability, perfectionism, and asynchrony, with many examples of those she has helped.

Dr. Patricia Gatto-Walden was honored at SENG in 2016 with a Clinician of the Year Award and in 2014 received the Annemarie Roeper Award for exceptional service to gifted youth.

Dr. Patricia Gatto-Walden is a licensed psychologist who has worked with moderately, highly, and profoundly gifted individuals of all ages.  In her consulting practice, she has specialized in three areas: holistic health and well-being, educational consulting for the gifted, and staff and program development. She has helped parents, educators, and administrators understand and accept the multifaceted inner world, needs, and concerns of gifted individuals. Her career has included university instruction of doctoral-level counseling trainees, counselor supervision, and educational administration. She has extensive experience guiding staff development, program development sessions, problem-solving groups, and workshops. She has been a featured speaker at national and international gifted conferences and educational workshops and has served two terms as chair of the Global Awareness Network of the National Association for Gifted Children. She is a Senior Fellow for the Institute of Educational Advancement, which serves gifted youth through various programs, including Yunasa, a holistic summer camp for highly gifted youth. 

Embracing the Whole Gifted Self Cover

Embracing the Whole Gifted Self pages 1-20:

Links

The Same Difference

Author: Jacobs, Deborah Lynn

Subjects: Self-esteem; Family Relationships; Autism / Aspergers; Twice-Exceptionality

Age: 13, 14, 15

Grade: 8, 9

Order code: 4659

Price: $14.99
Website price: $10.00

Class sets: 10 or more: $7.00 each.
Order code: 4659S

The Same Difference Cover

Fourteen-year-old Casey has a twin sister, Chelsea. Chelsea is autistic; Casey is not—or at least that is what she has always been told by her parents. But from the first day that Casey begins ninth grade in public school, she knows that she is in trouble as she begins to sense that her worst fears about herself may be true.

Previously, Casey had been homeschooled, allowing her to help her parents with her sister, but she decided that she wanted to go to regular school in order to meet other teenagers and have a more normal life. In regular school, it quickly becomes apparent that although she is bright with an amazing memory, Casey is completely inept at judging people’s reactions and interpreting nonverbal clues. She is abrupt, dominates conversations by spouting a torrent of facts, and is unaware of the negative responses of others. At times, she escapes into a dream world and tunes out those around her.

Anticipating difficulties, Casey’s parents had arranged for an in-school peer tutor, Scott, to teach her some interpersonal skills. Scott finds Casey odd but recognizes that she also has a sense of humor. A friendship grows, but as she begins to understand what friendship means and how to react to Scott’s needs as a friend, Casey also fears that she will make mistakes with his friendship and with others. Anxious about school and making friends, she begins to lose control. After an argument with Scott, she walks out of school and heads home. Scott follows and there meets Chelsea. He is fascinated, not repulsed.

In an effort to explain to Scott what is was like to grow up with an autistic twin, Casey shows him old videos of her sister's behavior modification training sessions and discovers a session of her own. It appears that she is not as normal as she has been led to believe. She shuts the world out. Only Scott being threatened by a bully brings Casey to Scott’s defense and to a turning point in her life.

Fourteen-year-old Casey has a twin sister, Chelsea. Chelsea is autistic; Casey is not—or at least that is what she has always been told by her parents. But from the first day that Casey begins ninth grade in public school, she knows that she is in trouble as she begins to sense that her worst fears about herself may be true.

Previously, Casey had been homeschooled, allowing her to help her parents with her sister, but she decided that she wanted to go to regular school in order to meet other teenagers and have a more normal life. In regular school, it quickly becomes apparent that although she is bright with an amazing memory, Casey is completely inept at judging people’s reactions and interpreting nonverbal clues. She is abrupt, dominates conversations by spouting a torrent of facts, and is unaware of the negative responses of others. At times, she escapes into a dream world and tunes out those around her.

Anticipating difficulties, Casey’s parents had arranged for an in-school peer tutor, Scott, to teach her some interpersonal skills. Scott finds Casey odd but recognizes that she also has a sense of humor. A friendship grows, but as she begins to understand what friendship means and how to react to Scott’s needs as a friend, Casey also fears that she will make mistakes with his friendship and with others. Anxious about school and making friends, she begins to lose control. After an argument with Scott, she walks out of school and heads home. Scott follows and there meets Chelsea. He is fascinated, not repulsed.

In an effort to explain to Scott what is was like to grow up with an autistic twin, Casey shows him old videos of her sister's behavior modification training sessions and discovers a session of her own. It appears that she is not as normal as she has been led to believe. She shuts the world out. Only Scott being threatened by a bully brings Casey to Scott’s defense and to a turning point in her life.

The Same Difference Cover

Goodbye Tchaikovsky: A Novel

Author: Thal, Michael

Subjects: School Experience; Disabilities; Deafness; Twice-Exceptionality

Age: 10, 11, 12, 13, 14, 15, 16

Grade: 5, 6, 7, 8, 9, 10

ISBN: 978-0-88092-469-6

Order code: 4696

Price: $14.99
Website price: $10.00

Also an iBook from iTunes

Goodbye Tchaikovsky: A Novel Cover

2nd Place Honors, Royal Dragonfly Book Award Contest, Young Adult Fiction, 2015
Honorable Mention, Paris Book Festival, 2013
Honorable Mention, Hollywood Book Festival, 2012

"Highly recommended."  Midwest Book Review

A twelve-year-old violin virtuoso, David Rothman is an overnight success. He performs Tchaikovsky’s Violin Concerto in New York’s Symphony Hall and gets rave reviews that attract the attention of the Queen of England. His future is laid out for him like a well-lit freeway. Then, on his birthday, David suffers from sudden and irreparable hearing loss, plunging him into a silent world and forcing him to adapt to a new culture and language in order to survive. Written from David's perspective, the novel shows how an adolescent boy sets about coping with what he perceives as a devastating new condition. It takes time. How will he communicate with his friends? What can he do about school? How does he deal with unexpected and possibly dangerous situations? What will his future be like?

Michael Thal grew up on Long Island in the suburbs of New York City. After graduating from the University of Buffalo, he earned his master’s degree in education at Washington University, St. Louis. He moved to Los Angeles and continued his education, earning another master’s degree in reading. He grew up in the hearing world; as a child, he played the violin and went to concerts, movies, and Broadway shows. But as an adult, one day he woke up to deafness, the result of a virus. The virus attacked again six years later, causing him to lose his hearing entirely in his right ear and leaving him with 65% hearing loss in his left. He says, "I can understand people one on one, but not in groups. At the age of forty-four, the severe hearing loss took me away from my job as a sixth-grade teacher. From that experience, I was inspired to write this story. If a person has a willingness to learn and an open mind to explore all possibilities, he can find a way to succeed."

Reviews:

"Told in first-person perspective, Goodbye Tchaikovsky is a story of courage, adaptation, and the struggle to accept a new way of life. Highly recommended." – Midwest Book Review

"...a touching portrayal of a boy who just wants to fit in but finds himself pulled between the hearing and the deaf world. Ultimately, what he really needs to find is himself." – Bergers Book Reviews

"Michael Thal’s Goodbye Tchiakovsky is a great read for entry-level awareness about people with varying degrees of hearing loss. Thal writes about familiar characters that I associate with from my own colorful reality as a deaf person. I was delighted that the main character, David, advanced his visual language skills; he practiced reading (nonverbally) from storybooks with a deaf preschooler who was learning English. The book reminds the reader the importance of literacy for all deaf children." – Jamie Perlman, Orange County Deaf Literacy Project
 
"This book would be an eye-opener for hearing people. As for me, if I had the chance to read it when I began losing my hearing at the age of sixteen, it would have given me hope, comfort, and inspiration. I would recommend
 this book to any young adult or teenager who is going through hearing loss or another disability." – Valerie Stern, LCSW, psychotherapist, Los Angeles 

"Goodbye Tchaikovsky was thoroughly enjoyable and easy to read. Although the book is written for a young audience, I thought of several people I know who would really benefit from the emotional release the story provides. I loved all the characters and the uplifting tone as the main character, David, struggles through this life upheaval." – Jan Seeley, Temple Beth Solomon for the Deaf

"I really liked this book. Simple statement of fact: I don’t know Michael Thal, but I do now know more about deafness and how folks with hearing loss get through a day. I ached for David as he faced new school situations, signing, the loss of his music, and growing up in an entirely different way than he’d ever imagined. But central to my experience as a writer for kids of all ages was how universal Thal made his character’s experience. David is deaf, but he’s so relatable, as we all remember the terror of starting a new school, the pain of losing a friend, the sweetness of a first love, and the ‘oops’ things we all do growing up. How do any of us survive? We do it like David—just by hanging in there, being willing to try something different, and listening even when you can’t hear. For kids or adults, this is an appealing book for all." – Gail Hedrick, former teacher, freelance writer, and editor

2nd Place Honors, Royal Dragonfly Book Award Contest, Young Adult Fiction, 2015
Honorable Mention, Paris Book Festival, 2013
Honorable Mention, Hollywood Book Festival, 2012

"Highly recommended."  Midwest Book Review

A twelve-year-old violin virtuoso, David Rothman is an overnight success. He performs Tchaikovsky’s Violin Concerto in New York’s Symphony Hall and gets rave reviews that attract the attention of the Queen of England. His future is laid out for him like a well-lit freeway. Then, on his birthday, David suffers from sudden and irreparable hearing loss, plunging him into a silent world and forcing him to adapt to a new culture and language in order to survive. Written from David's perspective, the novel shows how an adolescent boy sets about coping with what he perceives as a devastating new condition. It takes time. How will he communicate with his friends? What can he do about school? How does he deal with unexpected and possibly dangerous situations? What will his future be like?

Michael Thal grew up on Long Island in the suburbs of New York City. After graduating from the University of Buffalo, he earned his master’s degree in education at Washington University, St. Louis. He moved to Los Angeles and continued his education, earning another master’s degree in reading. He grew up in the hearing world; as a child, he played the violin and went to concerts, movies, and Broadway shows. But as an adult, one day he woke up to deafness, the result of a virus. The virus attacked again six years later, causing him to lose his hearing entirely in his right ear and leaving him with 65% hearing loss in his left. He says, "I can understand people one on one, but not in groups. At the age of forty-four, the severe hearing loss took me away from my job as a sixth-grade teacher. From that experience, I was inspired to write this story. If a person has a willingness to learn and an open mind to explore all possibilities, he can find a way to succeed."

Reviews:

"Told in first-person perspective, Goodbye Tchaikovsky is a story of courage, adaptation, and the struggle to accept a new way of life. Highly recommended." – Midwest Book Review

"...a touching portrayal of a boy who just wants to fit in but finds himself pulled between the hearing and the deaf world. Ultimately, what he really needs to find is himself." – Bergers Book Reviews

"Michael Thal’s Goodbye Tchiakovsky is a great read for entry-level awareness about people with varying degrees of hearing loss. Thal writes about familiar characters that I associate with from my own colorful reality as a deaf person. I was delighted that the main character, David, advanced his visual language skills; he practiced reading (nonverbally) from storybooks with a deaf preschooler who was learning English. The book reminds the reader the importance of literacy for all deaf children." – Jamie Perlman, Orange County Deaf Literacy Project
 
"This book would be an eye-opener for hearing people. As for me, if I had the chance to read it when I began losing my hearing at the age of sixteen, it would have given me hope, comfort, and inspiration. I would recommend
 this book to any young adult or teenager who is going through hearing loss or another disability." – Valerie Stern, LCSW, psychotherapist, Los Angeles 

"Goodbye Tchaikovsky was thoroughly enjoyable and easy to read. Although the book is written for a young audience, I thought of several people I know who would really benefit from the emotional release the story provides. I loved all the characters and the uplifting tone as the main character, David, struggles through this life upheaval." – Jan Seeley, Temple Beth Solomon for the Deaf

"I really liked this book. Simple statement of fact: I don’t know Michael Thal, but I do now know more about deafness and how folks with hearing loss get through a day. I ached for David as he faced new school situations, signing, the loss of his music, and growing up in an entirely different way than he’d ever imagined. But central to my experience as a writer for kids of all ages was how universal Thal made his character’s experience. David is deaf, but he’s so relatable, as we all remember the terror of starting a new school, the pain of losing a friend, the sweetness of a first love, and the ‘oops’ things we all do growing up. How do any of us survive? We do it like David—just by hanging in there, being willing to try something different, and listening even when you can’t hear. For kids or adults, this is an appealing book for all." – Gail Hedrick, former teacher, freelance writer, and editor

Goodbye Tchaikovsky: A Novel Cover

Goodbye Tchaikovsky pages 1-15:

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