Julie Taplin, Chief Executive of Potential Plus UK**, offers some expert advice...
Dual and Multiple Exceptionality (DME) describes children and young people that have both high ability and one or more special education needs. In other parts of the world, such as in the US and Australia, it is termed Twice Exceptionality or 2e. According to the Department for Education in England, about 2 to 10 children out of every 100 who are highly able also have a special education need. This can make it difficult for parents and carers to find a school environment that understands and provides for both sides of this coin; ensuring that the ability is identified and challenged whilst the need is acknowledged and supported.
So how can parents start to find a school that is a good fit for their DME child?
A good place to start is the school’s Inclusion Policy. This might be on the school website or parents can request a copy. It might be a stand-alone document or it might be included within another school policy. Regardless of the terminology that is being used, parents can look for information about how the school aims to identify the strengths and abilities of its learners and how these will be provided for; as well as the school’s details about its recognition and support for those with special education needs. This provides a starting point to aid parents in any discussions with the school about how they can identify and meet the needs of their DME child.
How can schools identify DME learners?
One of the best ways is for schools to take a multi-dimensional approach. Teachers work together, across specialisms and departments. In most cases the Lead Teacher for high ability learners works together with the SENDCO (Special Educational Needs and Disabilities Coordinator). They consider the whole profile of the learner, looking for discrepancies between attainment in different subjects and/or the required skills in those areas.
When DME is suspected some schools use psychological tests that consider the ability (as opposed to the attainment) of a learner. This would look at verbal and non-verbal reasoning, and teachers can compare the results with the attainment levels of the learner in a variety of school subjects to see if they are comparable or whether there are significant discrepancies. Many DME children display a ‘spiky’ profile with significant highs and lows.
One very appropriate approach to the identification of DME children is through provision in the classroom. Opportunities are provided for the whole class for challenge, problem-solving, higher order thinking, divergent thinking, team building, leadership, and so on. These might range from short 10-minute lesson starters to full day challenges. Teachers observe the outcomes of such activities, such as the level of thinking that learners demonstrate, and use this information about the learners’ area of strength or interest to better understand the learning profile of the child and put appropriate provision in place.
My child has been identified as DME, what does appropriate provision in the classroom look like?
The child’s needs as a DME learner must be given full consideration. There should be an emphasis on their areas of ability and strength, ensuring meaningful challenge in the classroom and beyond; whilst providing coping strategies for weaker areas and opportunities for the development of a wide range of skills. Teachers should ask the question: “What will it take for this child to succeed here?”
At the same time there may be a need for ongoing monitoring of any specific difficulties linked to the special education need, but it should all be done within a supportive environment that develops strengths and helps the child to learn how to self-advocate.
Provision in the classroom can be aided through the development of an IEP (Individual Education Plan) or ILP (Individual Learning Plan), which highlights the child’s areas of strength that need to be challenged and how suitable provision can be put in place. At the same time it addresses the special education need and how to support it. It is a document that can be shared by both the school and the parent, and, dependent on the age and stage of the child, they may also have significant input into the plan.
An example plan could cover the following aspects:
- Strengths might include curiosity, rapidity of learning, making connections, mathematical ability or verbal reasoning.
- Areas for development could be gross or fine motor skills, the ability to work with others, spelling, or something specifically linked to the special education need.
- Needs might cover opportunities to work with similar ability peers in a specific subject, help overcoming explicit barriers to learning, or a more individualised programme of learning.
- Provision could require content from other areas of the curriculum, regular opportunities to work at depth in specific subjects, or subject mentoring.
- Experiences beyond the curriculum might include debating clubs, university taster courses, or opportunities for expression in the arts.
- Targets can be agreed together with the learner, aiding the development of SMART goal setting.
For some children it would be appropriate for an EHCP (Education, Health and Care Plan) to form the basis for this support.
All of this should help parents and carers have an idea of what can be provided in school and the extent to which the school understands the needs of the DME learner and how to provide for the whole child.
Potential Plus UK is an educational charity that supports children and young people with high learning potential, including those that have both exceptional abilities and special education needs. We offer support to families and schools through our information and advice service, which includes webchat, telephone advice and online resources. We aid understanding and provision through parent workshops and professional development for teachers. Our events provide a community of families to reduce the isolation often experienced by these children and their parents. For more information visit our website www.potentialplusuk.org, or email amazingchildren@potentialplusuk.org or call us on 01908 646433.