3.9.13 Gifted + 2E + Robotics = True Peers

Gifted children thrive when they connect with “true peers.” There is nothing quite as affirming as connecting with another human being who sees us for who and what we are, who is similar, and who recognizes and embraces that similarity. In modern day vernacular, someone who “gets” us. Unfortunately, gifted children often struggle to find true peers as potential individuals are generally older than the gifted child, and opportunities for appropriate interaction can be challenging to navigate. For the twice-exceptional child, this dilemma is often even more pronounced. Robotics teams and clubs provide an opportunity for likeminded students, of similar interest and ability levels to meet, collaborate, and work toward a common goal. Through this interaction a sense of belonging emerges, teambuilding skills develop, and friendships are forged. Given a learning and working environment calling for hands on ability, spatial reasoning, and critical thinking, students whose twice-exceptionalities may have overshadowed their true abilities (sometimes having flown under the radar of identification for years!) can truly shine. The results of an informal survey of gifted and twice-exceptional families with students participating in various robotics programs indicate that more boys than girls are involved in robotics, and nearly half of respondents self-identified as twice exceptional. When participation was a positive experience, students were likely to remain involved in robotics for more than three years. There are several key elements in designing a program that successfully supports true peer relationships and meaningful inclusion of twice-exceptional students. It is crucial that coaches have the information they need regarding giftedness and twice exceptionality. Safety is of high priority, especially in higher levels of robotics competition when the use of power tools and other potentially dangerous equipment are used by students. Implementation of strategies that maintain safety while promoting meaningful involvement of all team members may include presence of an instructional aide or additional supporting adults on site. These strategies must be thought through and planned for in advance. Expectations regarding behavior and attitude must be made clear to all involved (students, parents, coaches, aides) and consistently modeled by the involved adults. When the groundwork has been properly laid and there is good communication throughout the team season, wonderful things can happen for gifted and twice-exceptional students… and the supporting adults!

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