Pupils can be described as exceptionally gifted, talented or highflyers but often that ‘gift’ is hiding something else and there is no hint of SEN within that description. It is estimated that 5-10% of children identified as having high ability also have a special education need or disability.
Have you heard of DME and 2E? Fintan O’Regan joins Dale to introduce the terms ‘Dual and Multiple Exceptionality’ (DME or 2E – Twice Exceptional in America) in today’s podcast. DME refers to individuals who possess exceptional abilities or talents in combination with one or more learning or developmental disabilities. These individuals demonstrate both high cognitive potential as well as specific learning challenges or disabilities.
During the episode, Fintan highlights the 4 types of DME and discusses how individuals’ exceptional abilities can mask or overshadow their challenges, making it challenging to identify and provide appropriate support. Conversely, their disabilities can sometimes mask their strengths, leading to unfulfilled potential and missed opportunities.
By recognising and addressing the needs of Dual and Multiple Exceptional individuals, we can create an environment that nurtures their strengths, supports their challenges, and enables them to reach their full potential across all areas of their lives.
- A to Z of SEND, Gemma Corby
- The SEND code of Practice
- The Inclusive classroom, Daniel Sobel and Sarah Alston
- Key issues in SEND and Inclusion , Alan Hodkinson
- Dual and Multiple Exceptionality, Adam Boddington
- The DSMV
About Fintan O’Regan MA, PGCE BSc
He was the Head teacher of the Centre Academy from 1996 -2002, which was the first specialist school in the UK for students between the ages of 7-19 specialising issues related to ADHD, ASD and ODD.
He is an associate lecturer for Leicester University, the National Association of Special Needs, the Institute of Education, the Helen Arkell Dyslexia Centre and the former Vice Chairman of the UK ADHD Network and of the European ADHD Alliance.
Fintan now works as trainer and consultant for schools and school support systems including, Social Services, Health, the Police and Foster carers with regards to providing behaviour management strategies for children and families struggling with SEND and behaviour issues.
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