**2.2 Profile of the twice-exceptional child in this study**

The twice-exceptional child targeted in this study was a 4th grader at a public primary school in an urban area in Japan. Sumida (2010) classified him as an "Expert Gifted Style" child with LD/ADHD/HA. His scores for "General Competence in Science," "Competence in Science regarding Natural Things," and "Creative Competence in Science" were high, at 2.95, 3.00, and 2.88, respectively.

context; and (4) science encompasses collaborative learning activities in the laboratory and in the field within self-established norms and the sharing of basic attitudes and ways of thinking. Karns, Shaunessy, & Bisland (2004) suggested that developing 2E students use interest and learning style inventories to become familiar with the strengths of their own

The purposes of this research are as follows: (1) to design and implement a primary science lesson to meet the needs of a 2E child and (2) to analyse a 2E child's writings on worksheets

In this study, 2E children in science were found in an urban city in Japan. The city board of education has a three-stage systematised framework for profiling children with mild developmental disorders. In the first screening, all children in the city are observed using a general checklist to identify characteristics of children with developmental disorders. The second screening is conducted using a checklist designed to specifically identify the type of developmental disorder. The third screening includes the Wechsler Intelligence Scale for Children-Third Edition-(WISC-III), the Japanese Kaufman Assessment Battery for Children (K=ABC), the Illinois Test of Psycholinguistic Abilities (ITPA), and other similar developmental surveys; scholastic records; and information about home environments and

In the screening for giftedness in science, Sumida's Gifted Behaviour Checklist in Science for Primary Children (Sumida, 2010) was used for primary children at eight schools randomly chosen from 62 primary schools in the city. The checklist consists of 60 items, is focused on: Attitudes, Thinking, Skills, and Knowledge/Understanding in science. Using factor analysis, three factors were proposed as "General Competence in Science," "Competence in Science regarding Natural Thing," and "Creative Competence in Science," and a cluster analysis with subscale points for each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style, (2) Expert Style, and (3) Solid Style. Sumida (2010) found that LD/ADHD/HA children displayed the Spontaneous Style, while non-LD/ADHD/HA children were characterized under the Solid Style. The number of children exhibiting the

Expert Style was the lowest, with no significant difference between the two groups.

In Sumida's study (2010), 13 out of 86 children were in the Expert Style Group; five of these children had LD/ADHD/HA. The subject of this study was one of the LD/ADHD/HA

The twice-exceptional child targeted in this study was a 4th grader at a public primary school in an urban area in Japan. Sumida (2010) classified him as an "Expert Gifted Style" child with LD/ADHD/HA. His scores for "General Competence in Science," "Competence in Science regarding Natural Things," and "Creative Competence in Science" were high, at

and laboratory notes, and compare these with those of regular children.

**2.1 Identifying twice-exceptional children in science** 

strengths.

**2. Methodology** 

early developmental history.

primary children in the Expert Style Group.

2.95, 3.00, and 2.88, respectively.

**2.2 Profile of the twice-exceptional child in this study** 

In this study, before the science lessons were designed, the teacher of the student's class and the science teacher were interviewed about his school life. Both teachers remarked that his difficulties involve unnecessary movement of extremities unless he takes medication. Further, he speaks too loudly, unbefitting the circumstances. Since 4th grade, the child has been prescribed medication but individuals around him claim that there seems to be no notable difference in behaviour when the child takes medication.

The child is well built. He belongs to a softball team and participates enthusiastically, due to the influence of his parents. He exhibits average performance in music, art, and physical education. Generally, he reads many books and has a wealth of knowledge acquired through day-to-day activities. He is well versed in Kanji (Chinese characters) and can sometimes read characters that have not yet been taught in school. He belongs to the *shuji* (calligraphy) club. He has a broad vocabulary and sometimes uses phrases uncommon to 4th graders.

On the other hand, he finds it somewhat difficult to use his imagination and to draw mental pictures. He cannot respond spontaneously and dawdles from time to time. He is not very dexterous with his hands. His sketches and use of colours during art lessons are below average for a 4th grader. He also experiences extreme emotions; there are times when he appears satisfied with the results of his crafts and there are times when he seems very frustrated. He refuses to stop promptly halfway through an activity and has his own mindset concerning the finishing of an activity. Problems often occur not only during lessons but during break times as well. The child seems somewhat inflexible in his relations with his peers. He may say something unwarranted during break times and set off arguments. Sometimes the child finds it difficult to ignore a friend's comment. Remarkably, troubles have diminished in the period from the first to the second school term.

Prior to these changes in his social behaviour, the child was easily distracted. Presently, he corroborates well with his fellow group members when carrying out experiments and he does not speak as loudly as before. At the same time, his science teacher noted that the child's interest and desire to learn and solve problems became remarkably strong. During science classes, the child responds well to questions raised by the teacher. He can express his own ideas with a wealth of knowledge. When predicting results, he can now thoroughly contemplate the topic and express his thoughts. The child speaks clearly and confidently when commenting. For example, he mainly operates the stand and alcohol lamp properly in the group during an experiment on the three states of water. He takes the initiative and works hard. He does well in tests and seems to show good understanding of the topics that have been studied. Specimens of plant collections submitted for his project over the summer holiday were great. The stems were cut, opened, and taped for display as if a professional in plant collecting had taught the child. However, he seems to show no particular interest in insects.

#### **2.3 Designing science lessons for the twice-exceptional child in a regular classroom**

Jewer et al. (2008) proposed a framework and graphic organizational planning tool designed for teachers to use with any instructional materials for 2E students. However, research on the practice and its effects on 2E students are very limited in science. In this study, a science lesson about "How Things Heat Up" was designed for the 4th grade and implemented in a

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 153

experiencing the changing temperature for themselves, students were inspired to be more

In this part, the use of a radiation thermometer, which is an advanced measurement instrument that one does not often see, helped the students experience for themselves how the temperature heated up beyond 100° C, especially in the case of metal, which became extremely hot. The experiments not only made it possible for the students to predict that the substance would grow extremely hot, but also taught them how to handle equipment during an experiment, how to clean up after an experiment, and so on, while enabling them

During the first class teaching of the second part of the lesson, the students conducted experiments by watching the melting of wax, to see how a metal rod would heat up and understand the order of heating from area to area. During the second lesson of the second part, the students conducted additional observational experiments using wax with a diagonally oriented metal rod, to understand the order of heating and how it is affected by the new angle. Next, during the third lesson, the students predicted how a plate-shaped piece of metal would heat up while discussing methods of determining how it is heating up and considering for themselves experimental methods and how to make preparations. Finally, during the fourth lesson in this part, the students used the method and materials they came up with during the previous class in their own group, conducted experiments

Specifically, during the first class, the students made predictions about experiments in which they would heat metal rods of approximately 30 cm in length from the centre with alcohol lamps. The students used wax as part of the experiment, in order to verify how the heat was conducted by watching the wax melt. Next, during the second lesson, the students predicted how the rod would heat up with the rod slanted at an angle. During the third and fourth lesson of this part, a 30 cm by 40 cm metal plate was used to investigate the heating of the surface of a flat piece of metal. During these experiments, the children were made to consider methods for telling how the object was heating up, such as whether to use substances that melt or harden when heated. As the lesson proceeded, groups of children were made to discuss what materials and methods to use

The worksheets for predicting how heating would occur were of a format that allowed for filling in elapsed times, with items such as "Beginning," "After \_ Minutes," another "After \_ Minutes," and so on. The children were made to fill in the times they decided upon in "After \_ Minutes" time settings, thereby enabling them to make predictions while being conscious of the time it takes for an object to heat up. In addition, the innovation whereby children are made to record their observations about heating using colours, arrows, lines, and other such methods of classification elicits more concrete and complicated ideas. For the colours, lowtemperature parts were coloured in using blue, and high-temperature parts were coloured in using red, making it possible for the children to express their ideas regarding heating both visually and continuously. Children were also made to classify changes in temperature

interested in and curious about heating.

for the experiment.

to participate in activities designed with safety in mind.

regarding how a metal plate heats up, and summarized their findings.

**2.3.2 The second part of the lesson (Four hours)** 

public primary school. This unit includes activities such as investigating the way three materials (metal, water, and air) heat up, and tapping experiences at home and at school. The important goal of the unit is to inspire interest and curiosity regarding the questions that arise from this investigation and to cultivate scientific ways of thinking about the basic properties of materials by having children pursue these questions further while using these activities as a means to consider how heat is conducted through metal, water, and air. Dole (2000) notes that gifted students with learning disabilities require a problembased curriculum with hands-on experiences. Characteristics of heating include the way metal quickly conducts heat, whereas water and air can only convey heat through convection, which takes a longer amount of time. The contents of this unit were broadly divided into five parts as shown in Figure 1 (one through five). The unit takes a total of 11 hours.

Fig. 1. Unit flow and composition of main activities of the lesson (11 hours)

#### **2.3.1 The first part of the lesson (One hour)**

The goal of the first part of the lesson was to "have children predict how a horizontal metal rod will heat up and make them interested in and curious about how a variety of different substances heat up." The students were shown a frying pan and electric stove being used for heating, and were made to consider how heat is conducted, as well as how temperature changes. In order to measure the change in temperature, a radiation thermometer was used to measure the centre and periphery of the frying pan, and by both predicting and experiencing the changing temperature for themselves, students were inspired to be more interested in and curious about heating.

In this part, the use of a radiation thermometer, which is an advanced measurement instrument that one does not often see, helped the students experience for themselves how the temperature heated up beyond 100° C, especially in the case of metal, which became extremely hot. The experiments not only made it possible for the students to predict that the substance would grow extremely hot, but also taught them how to handle equipment during an experiment, how to clean up after an experiment, and so on, while enabling them to participate in activities designed with safety in mind.

#### **2.3.2 The second part of the lesson (Four hours)**

152 Learning Disabilities

public primary school. This unit includes activities such as investigating the way three materials (metal, water, and air) heat up, and tapping experiences at home and at school. The important goal of the unit is to inspire interest and curiosity regarding the questions that arise from this investigation and to cultivate scientific ways of thinking about the basic properties of materials by having children pursue these questions further while using these activities as a means to consider how heat is conducted through metal, water, and air. Dole (2000) notes that gifted students with learning disabilities require a problembased curriculum with hands-on experiences. Characteristics of heating include the way metal quickly conducts heat, whereas water and air can only convey heat through convection, which takes a longer amount of time. The contents of this unit were broadly divided into five parts as shown in Figure 1 (one through five). The unit takes a total of 11

Fig. 1. Unit flow and composition of main activities of the lesson (11 hours)

The goal of the first part of the lesson was to "have children predict how a horizontal metal rod will heat up and make them interested in and curious about how a variety of different substances heat up." The students were shown a frying pan and electric stove being used for heating, and were made to consider how heat is conducted, as well as how temperature changes. In order to measure the change in temperature, a radiation thermometer was used to measure the centre and periphery of the frying pan, and by both predicting and

**2.3.1 The first part of the lesson (One hour)** 

hours.

During the first class teaching of the second part of the lesson, the students conducted experiments by watching the melting of wax, to see how a metal rod would heat up and understand the order of heating from area to area. During the second lesson of the second part, the students conducted additional observational experiments using wax with a diagonally oriented metal rod, to understand the order of heating and how it is affected by the new angle. Next, during the third lesson, the students predicted how a plate-shaped piece of metal would heat up while discussing methods of determining how it is heating up and considering for themselves experimental methods and how to make preparations. Finally, during the fourth lesson in this part, the students used the method and materials they came up with during the previous class in their own group, conducted experiments regarding how a metal plate heats up, and summarized their findings.

Specifically, during the first class, the students made predictions about experiments in which they would heat metal rods of approximately 30 cm in length from the centre with alcohol lamps. The students used wax as part of the experiment, in order to verify how the heat was conducted by watching the wax melt. Next, during the second lesson, the students predicted how the rod would heat up with the rod slanted at an angle. During the third and fourth lesson of this part, a 30 cm by 40 cm metal plate was used to investigate the heating of the surface of a flat piece of metal. During these experiments, the children were made to consider methods for telling how the object was heating up, such as whether to use substances that melt or harden when heated. As the lesson proceeded, groups of children were made to discuss what materials and methods to use for the experiment.

The worksheets for predicting how heating would occur were of a format that allowed for filling in elapsed times, with items such as "Beginning," "After \_ Minutes," another "After \_ Minutes," and so on. The children were made to fill in the times they decided upon in "After \_ Minutes" time settings, thereby enabling them to make predictions while being conscious of the time it takes for an object to heat up. In addition, the innovation whereby children are made to record their observations about heating using colours, arrows, lines, and other such methods of classification elicits more concrete and complicated ideas. For the colours, lowtemperature parts were coloured in using blue, and high-temperature parts were coloured in using red, making it possible for the children to express their ideas regarding heating both visually and continuously. Children were also made to classify changes in temperature

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 155

balloon (the subject of the fifth part) and the characteristics of heated air and to review the

During the fifth part of the lesson, students verified what they learned about how air heats up, and constructed objects as part of an activity to utilize the property of air whereby it rises when heated. Each child selected a certain item to create from among three options (a hot-air balloon, a mobile, or a pinwheel), and was allowed to use their own creativity and strategies to determine aspects such as the size, shape, and decorations of the item. After a simple explanation of materials and methods of construction, the class was split up into groups of student making the same objects. Furthermore, since this activity involved the use of hair dryers and gas stoves, the children were also given safety instructions and

During the construction activity, each student was provided with materials and methods so that the students could come up with their own way of making their objects. For the hot-air balloons, plastic was provided with a thickness of approximately 0.01 mm and a size of around 90 cm by 90 cm, so that hot air from a hair dryer would heat it up and cause it to float as part of a large and light-weight hot-air balloon created by the children. Also, tools were utilized that made it possible to cause plastic to stick to objects after being heated by a heating wire. This enabled quick and easy construction. For mobiles and pinwheels, a small gas stove was provided, and the students performed the experiment while paying attention to safety issues. Three types of teaching materials were prepared, and students were placed

By showing the frying pan one uses to cook, the science teacher raised the children's level of interest and curiosity. He listened to the opinions of the children regarding predictions of the frying pan's surface temperature, and got the impression that children usually do not have a sense of what temperatures in excess of 100° C are like. It seemed that their most familiar experience with temperature was the use of an alcohol thermometer during a science lesson about boiling water. Worksheets used by Student A and Student B are shown in Figure 2. Student B is the student of the same gender as Student A, with the closest

Student A was able to predict the way the metal rod would heat up while considering time and temperature. He represented the differences in temperature by using lines as scale marks, with colours showing the differences in temperature. Student B was able to make the

In the class, Student A predicted that the temperature would reach "around 200° C," giving the impression that this student is well-versed in scientific knowledge, through information attained from television and other media, or from books and other types of reference documents. When the science teacher introduced thermal tape, Student A even mentioned "thermography." The student seemed to have a rich array of experiences from everyday life

concepts they had learned.

**2.3.5 The fifth part of the lesson (Two hours)** 

into learning groups according to the options.

**3.1 The first part of the lesson (One hour)** 

same representation in the worksheet.

**3. Results** 

birthday in the class.

instructions about handling equipment and avoiding accidents.

and the conduction of heat with arrows and lines, to fill in predicted temperature values using numerical values, and so on, and this helped the children to refine their predictions and gain the ability to express predictions numerically.

#### **2.3.3 The third part of the lesson (Three hours)**

The third lesson involved investigating how water heats up. During the first class's experiment, a test tube filled with water was tilted and heated from the middle using an alcohol lamp. Thermal tape that would change colour when heated to 40° C or above was placed on a glass rod, and this was used to investigate how the tube heated up. Next, in order to even more closely investigate how water heats up from the top, during the second and third classes, a 300 cm3 beaker was used in additional water heating experiments. While conducting their own experiments to investigate the convective flow of water, the students also used thermal tape to investigate the changing temperature at several locations inside the beaker, and summarized what they learned.

To investigate convection and heating in the water, the students discussed within their groups how to place items in water, as well as thermal tape affixation methods. To view the water's convection, the students selected substances such as sawdust and tea leaves, while also discussing where to place the substances and how much to use. In addition, four or five glass rods with thermal tape applied were distributed to each group, and the students were asked to think of ways to investigate how the overall temperature would change. Furthermore, as part of a demonstration experiment, a large 3,000 cm3 beaker, sawdust, thermal tape, and a thermometer were used to observe the water's convection and changing temperatures.

#### **2.3.4 The fourth part of the lesson (One hour)**

The experiment in the fourth part of the lesson involved measuring changes in air temperature as a space thermostat heated up the science room. Inside the science room, desks were arranged so that seven groups of four children each could sit, and three locations were decided for measurement at each group, with rod thermometers used to measure temperature twice—before the space heater was turned on and ten minutes after it began heating the room. The three measurement locations were (a) at the height of a standing student's eyes (approximately 1.2 m from the floor), (b) near the floor of the science room (several centimetres off the floor), and (c) as high as a student standing on the desk could reach (near the ceiling). Each group used three thermometers and shared responsibilities for various tasks in the experiment.

An activity that makes use of an everyday situation, where individual students can independently measure temperatures in order to investigate and learn about how air heats up, is not only a better way to increase interest and curiosity on the part of each student than using textbooks and guidebooks but also leads to an understanding that comes from actually experiencing the phenomenon for oneself. Also, to prevent the students from moving around the classroom and disturbing the convection of the air for the ten minutes during which the space heater was heating the room, they were constantly reminded to remain seated and watch audio visual teaching materials about the heating of metal and water. These materials gave the students the opportunity to consider the floating of a hot-air balloon (the subject of the fifth part) and the characteristics of heated air and to review the concepts they had learned.

## **2.3.5 The fifth part of the lesson (Two hours)**

During the fifth part of the lesson, students verified what they learned about how air heats up, and constructed objects as part of an activity to utilize the property of air whereby it rises when heated. Each child selected a certain item to create from among three options (a hot-air balloon, a mobile, or a pinwheel), and was allowed to use their own creativity and strategies to determine aspects such as the size, shape, and decorations of the item. After a simple explanation of materials and methods of construction, the class was split up into groups of student making the same objects. Furthermore, since this activity involved the use of hair dryers and gas stoves, the children were also given safety instructions and instructions about handling equipment and avoiding accidents.

During the construction activity, each student was provided with materials and methods so that the students could come up with their own way of making their objects. For the hot-air balloons, plastic was provided with a thickness of approximately 0.01 mm and a size of around 90 cm by 90 cm, so that hot air from a hair dryer would heat it up and cause it to float as part of a large and light-weight hot-air balloon created by the children. Also, tools were utilized that made it possible to cause plastic to stick to objects after being heated by a heating wire. This enabled quick and easy construction. For mobiles and pinwheels, a small gas stove was provided, and the students performed the experiment while paying attention to safety issues. Three types of teaching materials were prepared, and students were placed into learning groups according to the options.
