Interactive video lesson plan for: Quantifying Intelligence Has Gifted Students Falling Between The Cracks | Scott Barry Kaufman

The IQ test is the most widely known measure of intelligence, but are the 'twice exceptional' and other gifted members of society slipping between the cracks? Kaufman is co-author of "Wired to Create: Unraveling the Mysteries of the Creative Mind" (http://goo.gl/HtqT5t).

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Transcript - So not a lot of people are probably familiar with the phrase twice exceptional and in the school system it’s a diagnosis to describe kids who simultaneously have a specific learning disability whether it’s a reading difficulty, dyslexia, ADHD, any one of the learning disabilities you could be diagnosed for. So you simultaneous have a specific learning disability and you’re intellectually gifted, intellectually or creatively gifted. We have this false dichotomy that we’ve set up in the school system between learning disabled and gifted that if you’re in special education for instance that it’s kind of hard for us to see how you could also be gifted, right. You could also be extraordinarily intelligent, extraordinarily creative. And this label of twice exceptional was created to recognize that there are so many people who have been diagnosed with a learning disability but that is not the totality of who they are. That does not define all who they are both their strength – all of us have strengths and weaknesses and a lot of people who have learning disabilities it can mask their strengths. But their strengths are still there.

And we could still get at it in other ways through projects, through just recognizing that they are not defined by their learning disability. And there’s a lot of researches, psychologists and clinicians that are starting to figure out new ways of finding the intelligence in people that tend to fall by the wayside. And there’s new methodologies and new techniques that we’re using to discover the giftedness that lies in lots of students. Read Full Transcript Here: https://goo.gl/q5NAx9.

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