{"id":31326,"date":"2021-01-03T20:13:37","date_gmt":"2021-01-03T20:13:37","guid":{"rendered":"https:\/\/www.potentialplusuk.org\/?page_id=31326"},"modified":"2024-04-10T14:02:26","modified_gmt":"2024-04-10T13:02:26","slug":"dme-common-difficulties","status":"publish","type":"page","link":"https:\/\/potentialplusuk.org\/index.php\/dual-multiple-exceptionality\/dme-common-difficulties\/","title":{"rendered":"Common Difficulties for Children with Dual or Multiple Exceptionality"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_row][vc_column][vc_empty_space height=&#8221;20px&#8221;][vc_custom_heading text=&#8221;Common Difficulties for Children<br \/>\nwith Dual or Multiple Exceptionality&#8221; font_container=&#8221;tag:h1|font_size:36|text_align:center&#8221; use_theme_fonts=&#8221;yes&#8221; css=&#8221;.vc_custom_1606664391367{padding-bottom: 20px !important;}&#8221;][vc_empty_space height=&#8221;20px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/2&#8243;][vc_single_image image=&#8221;31342&#8243; img_size=&#8221;475&#215;270&#8243; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column][vc_column width=&#8221;1\/2&#8243; css=&#8221;.vc_custom_1598717552936{background-color: #f8f8fc !important;}&#8221;][vc_empty_space height=&#8221;20&#8243;][vc_column_text]<\/p>\n<div class=\"vc_row wpb_row vc_row-fluid vc_custom_1491496048410\">\n<div class=\"wpb_column vc_column_container vc_col-sm-12\">\n<div class=\"vc_column-inner\">\n<div class=\"wpb_wrapper\">\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>The difficulties that children with dual or multiple exceptionality (DME) face vary according to their additional diagnoses and individual profiles.<\/p>\n<p>However, there are some difficulties that are common for children who are intellectually gifted and have special educational needs, neurodivergence, mental health challenges or disabilities.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/vc_column_text][vc_empty_space height=&#8221;40&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;20&#8243;][vc_separator][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/3&#8243;][vc_empty_space height=&#8221;65&#8243;][vc_single_image image=&#8221;29011&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column][vc_column width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Executive Function Skills Deficits<\/h2>\n<p>Executive function skills relate to the ability to manage internal and external resources in order to reach chosen goals in a given context. They include:<\/p>\n<ul>\n<li>working memory<\/li>\n<li>inhibition control<\/li>\n<li>emotional control<\/li>\n<li>attention shifting control<\/li>\n<li>mental flexibility<\/li>\n<li>initiation control<\/li>\n<li>planning and organisation<\/li>\n<li>self-monitoring performance<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]These develop at different ages and people can have deficits in some areas but not others. It is quite common for children with special educational needs alongside high learning potential to have a relative deficit in some areas of executive function skills.<\/p>\n<p>To discover more about executive function skills see our advice sheet <a href=\"https:\/\/potentialplusuk.org\/index.php\/product\/pa522-executive-function-skills\/\" target=\"_blank\" rel=\"noopener noreferrer\">PA522 Executive Function Skills<\/a> and read our blog <a href=\"https:\/\/potentialplusuk.org\/index.php\/2020\/07\/20\/executive-function-skills-simplifying-a-young-high-potential-learners-thinking-and-doing\/\" rel=\"noopener noreferrer\">Executive Function Skills \u2013 Simplifying a Young, High Potential Learner\u2019s \u2018Thinking\u2019 and \u2018Doing\u2019<\/a>[\/vc_column_text][vc_empty_space height=&#8221;20&#8243;][vc_separator border_width=&#8221;2&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_empty_space height=&#8221;65&#8243;][vc_single_image image=&#8221;31438&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Attention Difficulties and Impulsivity<\/h2>\n<p>Whilst attention difficulties and impulsivity are a part of executive function skills, they warrant a separate mention, since they are often mistaken for behavioural challenges. Attention difficulty refers to children struggling to keep their attention focused, when they make errors or become easily distracted. Impulsivity refers to problems with self-control: trouble waiting their turn, overreactions to frustration, or difficulties following rules consistently.<\/p>\n<p>Whilst most children act impulsively and struggle to focus attention at times, for many children with learning difficulties, these problems arise more frequently and present a barrier to participation in activities.<\/p>\n<p>Children who have dual or multiple exceptionality can appear to be able to focus for some tasks and not for others or their attention can significantly fluctuate. This is because tasks of choice can recruit additional motivation to temporarily overcome those challenges. However, this will be mentally taxing for a child.[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_single_image image=&#8221;29574&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Asynchronous Development<\/h2>\n<p>Children with asychronous development often struggle with intellectual development which is out of sync with social, emotional and\/or physical development. Understanding these differences and the effects that they can have on the development of children with high learning potential or dual or multiple exceptionality is key to supporting them.<\/p>\n<p>Learn more about supporting children through the resources on our <a href=\"https:\/\/potentialplusuk.org\/index.php\/characteristics\/asynchronous-development\/\" rel=\"noopener noreferrer\">Asynchronous Development<\/a> page[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_empty_space height=&#8221;65&#8243;][vc_single_image image=&#8221;30972&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Slow Processing Speed<\/h2>\n<p>Processing speed refers to the pace at which a child can perceive and make sense of visual or auditory information and then respond to it. Some children with dual or multiple exceptionality have a relative deficit in processing speed, meaning that their mental processing takes longer than that of other children the same age.[\/vc_column_text][vc_column_text]Children with slow processing speed have a slower working pace, miss information or rush their work. This is not because they can\u2019t understand the concept or don\u2019t have the necessary skills, but because their recall and formulation of thoughts are not yet automatic. In some children with high learning potential this can be aggravated by their ability to generate many ideas or connections, which take even longer to process. Therefore, their mental activity requires more time and effort than other children. This results in a higher likelihood of them becoming frustrated, tired, anxious and making more errors.<\/p>\n<p>We might think the solution to this problem would be to train processing to be quicker, but this doesn\u2019t seem to be effective. Instead, it is best to reduce the load of mental activities we ask children with slow processing to undertake.<\/p>\n<p>Read more in our blog <a href=\"https:\/\/potentialplusuk.org\/index.php\/2020\/11\/15\/understanding-slow-processing-speed-in-children-with-high-learning-potential\/\" rel=\"noopener noreferrer\">Understanding Slow Processing Speed in Children with High Learning Potential<\/a>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_single_image image=&#8221;20663&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Poor Handwriting<\/h2>\n<p>The particularly uneven patterns of development in people with dual or multiple exceptionality can lead to problems with handwriting. Whether the problems stem from a lack of strength in wrists, finger joints, shoulders or core; coordination problems; visual perception; processing speed; working memory or a lack of attention to overcome hurdles and have sufficient practice, the results are illegibility, low persistence in writing tasks and written work below the child\u2019s potential. Children with dual or multiple exceptionality often have brilliant ideas and can create amazing scenarios but struggle to show this effectively through tasks that involve handwriting.[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]Discover ways to help a child who is struggling with handwriting problems. Read our blogs<\/p>\n<ul>\n<li><a href=\"https:\/\/potentialplusuk.org\/index.php\/2019\/09\/17\/supporting-high-learning-potential-children-with-handwriting-difficulties\/\" rel=\"noopener noreferrer\">Supporting High Learning Potential Children with Handwriting Difficulties<\/a><\/li>\n<li><a href=\"https:\/\/potentialplusuk.org\/index.php\/2019\/09\/02\/handwriting-and-high-learning-potential\/\">Handwriting and High Learning Potential<\/a><\/li>\n<\/ul>\n<p>Read more about helping a young person with handwriting problems to demonstrate their learning in our advice sheet <a href=\"https:\/\/potentialplusuk.org\/index.php\/product\/pa314-handwriting-difficulties-and-alternative-ways-to-demonstrate-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\">PA314 Handwriting Difficulties and Alternative Ways to Demonstrate Learning<\/a> and the blog \u00a0<a href=\"https:\/\/potentialplusuk.org\/index.php\/2020\/08\/25\/rewriting-the-writing-rule-book-handwriting-and-high-learning-potential\/\" rel=\"noopener noreferrer\">Rewriting the Writing Rule Book: Handwriting and High Learning Potential<\/a>[\/vc_column_text][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_empty_space height=&#8221;65&#8243;][vc_single_image image=&#8221;31439&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Sensory Processing Difficulties<\/h2>\n<p>Sensory processing refers to the way the nervous system receives messages from the senses, analyses them and turns them into responses. For those with sensory processing difficulties, sensory information goes into the brain but does not get organised into what are considered appropriate responses. Children with this difficulty perceive and\/or respond to sensory information differently to most other people.[\/vc_column_text][vc_column_text]Many children with dual or multiple exceptionality have some sensory processing difficulties and these can include being over or under sensitive to sensory stimuli (in sound, touch, smell, vision, proprioception and\/or movement) and therefore avoiding it or overreacting to it, needing more sensory input, becoming distracted by sensory stimuli or failing to register sensory information.<\/p>\n<p>For more information about sensory difficulties see our information pages:<\/p>\n<ul>\n<li><a href=\"https:\/\/potentialplusuk.org\/index.php\/common-difficulties\/sensory-sensitivity\/\">Sensory Sensitivity in Children with High Learning Potential<\/a><\/li>\n<li><a href=\"https:\/\/potentialplusuk.org\/index.php\/common-difficulties\/hypersensitivities\/\" rel=\"noopener noreferrer\">Hypersensitivities in Children with High Learning Potential<\/a><\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_single_image image=&#8221;31341&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Social Problems<\/h2>\n<p>Having one \u2018exceptionality\u2019 already impacts on social relationships, having two or more creates further social division. In addition, the issues that arise from the special education needs profile, such as executive functioning problems or problems with social communication\/interaction, present a barrier to social development.[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]Being different to the norm in more than one way means that children with dual or multiple exceptionality struggle to find their \u2018tribe\u2019, contributing to social difficulties. This can be helped by finding others with similar interests to share them with.<\/p>\n<p>When a child also has high ability, they can often appear to have few problems, so high social expectations are placed on them. Their social problems can often be explained away when they are younger but become more prominent as they get older.[\/vc_column_text][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_empty_space height=&#8221;65&#8243;][vc_single_image image=&#8221;31440&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>Low Self-Esteem<\/h2>\n<p>Many children with dual or multiple exceptionality suffer from low self-esteem. The reasons for this are two-fold:<\/p>\n<ul>\n<li>Misunderstanding of others about their complex profile. The extremes of advanced abilities coupled with difficulties is confusing for people to understand. This misunderstanding has implications for the child\u2019s sense of belonging, which is closely linked to self-esteem.<\/li>\n<li>There is a gap between having an understanding of what a high standard is for any activity and their barriers or lack of skill to implement at that level. This means that the child is overly critical of their own performance, even though their achievements might be age-appropriate or beyond.<\/li>\n<\/ul>\n<p>Children need successful learning experiences to raise their self-esteem. This is one of the reasons that is it important to work with the strengths of children with dual or multiple exceptionality.[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner][vc_column_inner width=&#8221;1\/3&#8243;][vc_single_image image=&#8221;31445&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;2\/3&#8243;][vc_column_text]<\/p>\n<h2>High Emotional Sensitivity<\/h2>\n<p>In addition to the high emotional sensitivity that children with high learning potential often experience, for example sensitivity to injustices and peril, the lack of self-control that is often present in children with special educational needs may exacerbate this. This can often lead to frustrated outbursts and in some cases violence towards others. However, where the profile of a child with dual or multiple exceptionality is known and supported, for example through positive behaviour management strategies, outbursts and violence are less likely to occur.[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243;][vc_empty_space height=&#8221;20&#8243;][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_empty_space height=&#8221;20px&#8221;][vc_custom_heading text=&#8221;Common Difficulties for Children with Dual or Multiple Exceptionality&#8221; font_container=&#8221;tag:h1|font_size:36|text_align:center&#8221; use_theme_fonts=&#8221;yes&#8221; css=&#8221;.vc_custom_1606664391367{padding-bottom: 20px !important;}&#8221;][vc_empty_space height=&#8221;20px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/2&#8243;][vc_single_image image=&#8221;31342&#8243; img_size=&#8221;475&#215;270&#8243; alignment=&#8221;center&#8221; style=&#8221;vc_box_rounded&#8221;][\/vc_column][vc_column width=&#8221;1\/2&#8243; css=&#8221;.vc_custom_1598717552936{background-color: #f8f8fc !important;}&#8221;][vc_empty_space   [&#8230;]<\/p>\n","protected":false},"author":1,"featured_media":31342,"parent":31644,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"give_campaign_id":0,"footnotes":""},"class_list":["post-31326","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.6 - 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