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2017 WCGTC Biennial World Conference

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4.10.4 When the world is just too rough: Twice exceptional gifted children with sensory processing disorder

Many gifted children demonstrate behaviors that interfere with daily functioning. Unfortunately, mental health evaluations sometimes fail to identify the expected attention, behavioral, or developmental disorders that these symptoms would typically indicate. A regularly overlooked diagnosis is Sensory Processing Disorder (SPD), a neurological disorder that results in atypical reactions to sensory information. A pilot study showed that while the prevalence rate for SPD is 5% among the general population of children, the prevalence among gifted children is 35%. This presentation will review the research on SPD among gifted children found in the gifted education, special education, occupational therapy, and medical literature.


Yee Han Chu
University of North Dakota
United States

Yee Han Chu graduated with a BAS from the University of California, Davis, in 1991 with double majors in Psychology and Genetics, a MSSW in 1995, concentrating in Advanced Clinical Social Work, from Columbia University School of Social Work, New York, and a PhD in 2014 from the Department of Teaching and Learning at UND with emphasis on higher education. Her research agenda is to advance understanding of the educational, social, and emotional vulnerabilities of high ability children and to broaden the scope of social work advocacy to assist this population of children.

Bradley Myers
University of North Dakota
United States

Bradley Myers is the Associate Dean for Academic Affairs and the Randy H. Lee Professor at the University of North Dakota School of Law. He is also a North Dakota Commissioner to the Uniform Law Commission. Professor Myers joined faculty at the University of North Dakota in 2001. Professor Myers received his J.D. from the University of Oregon and his LL.M. in Taxation from New York University. In the area of gifted education Professor Myers focuses on the areas of legal uniformity and the right to an appropriate education.


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