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

Manabu Sumida

*Ehime University, Faculty of Education Japan* 

#### **1. Introduction**

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Since 2007, special needs education in Japan, in addition to the disabilities targeted in special education in the past - such as visual disorders, hearing disorders, intellectual disabilities, physical handicaps, health impairments, speech disorders, and emotional disturbances – also encompasses Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and High-functioning Autism (HA) and Asperger's syndrome. These are considered to be mild developmental disorders in Japan. In the survey results of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2002, teaching staff noted pronounced difficulties in learning and/or behavioural problems in 6.3% of students in public primary schools (MEXT, 2003). Based on responses to each item in the survey, it is estimated that 4.5% of these students may have LD, 2.5% may have ADHD, and 0.8% may have HA (Japan Association of the Special Educational Needs Specialist, 2007).

Children screened for disorders are sometimes identified as having gifted characteristics. Children screened for their giftedness are sometimes identified as having academic or behavioural disorders. Regardless of the order in which they are screened, identified children can have the combined characteristic of both giftedness and developmental disorders (e.g. Baum, 2004; Cooper et al., 2005; Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, 2006). "Twice-exceptionality" (heretofore referred to as 2E) is the term used for someone who is gifted or talented and at the same time has one or more learning difficulties or disabilities (Buttriss & Callander, 2005). It is evident in the extant literature that few conceptual or practical studies, which focus on the gifted traits that the majority of these children possess, have been conducted in a specific subject area in detail.

The criteria for gifted identification are usually domain-independent, such as IQ, creativity, and leadership. However there are many good science programmes for the gifted. Sumida (2010) noticed four reasons why 2E children are adept at learning science. These are (1) the domain-specific, dynamic nature of science, which encompasses a wealth of different fields of study, can accommodate children's varied areas of interest; (2) hands-on activities in science learning can promote creative ideas and lead to a persistence in children that often surpasses their teachers' expectations; (3) an integrated scientific approach will be beneficial in that the children's dominant strengths can be reinforced and developed in a broader

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 151

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

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

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

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

**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

notable difference in behaviour when the child takes medication.

have diminished in the period from the first to the second school term.

4th graders.

insects.

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 strengths.

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