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: