Are you the parent of a 2e child? Is your child bright but struggles in school? I am doing research to explore the experiences of 2e children. If you and your child agree to participate, I will send you a box of craft supplies and ask you to have your child complete a small project. The craft supplies are yours to keep.
Why this research matters
Neurodiversity refers to differences that exist between individual’s brains. People can be neurodiverse in more than one way. People with multiple-exceptional neurodiversity have high abilities and learning difficulties. Variously called handicapped-gifted, gifted learning disabled, dual or multiple exceptional and twice-exceptional – 2e people have a double-neurodiversity identity. In some ways, they can identify with people who are gifted but they can also identify with people who are learning disabled. In fact, they experience a unique diversity that is multi-faceted, paradoxical, and challenging to recognise.
We all have strengths and weaknesses but the exceptionality in 2e or DME (Dual Multiple Exceptional) children is different.
“The term DME is used to describe children who have high learning potential and one or more special educational needs. It is not the same as having a spiky profile; children with a spiky profile have notable strengths contrasting against weaknesses in other areas, but do not have the exceptional talent or giftedness of a DME child.” (The Good Schools Guide, n.d.)
2e/DME neurodiversity is often hidden, misdiagnosed, overlooked, or even unheard-of (Foley-Nicpon et al., 2013). In a survey of American school psychologists, more than half (60%) had little or no familiarity with the concept of twice-exceptionality (Robertson, et al., 2011). If school psychologists, who are considered to be knowledgeable about neurodiversity, are not aware of twice-exceptionality, how can we expect other people to know about it? There also appears to be a lack of British research into understanding and awareness. This gap in the research led me to wonder, how can we increase awareness about twice-exceptionality in the UK and ultimately make supports for 2e/DME people more widely available? As a 2e/DME designer and researcher, how can I better understand the 2e/DME experience from more than my own point of view?
Aim: The aim of this project is to increase understanding and awareness of 2e/DME neurodiversity.
What does this research involve?
This research is centred around what it is like to be a young student identified with 2e/DME in Britain through design and craft.
As a participant you will be sent a box of art/craft supplies, instructions to complete the project and questions to be asked. You will be able to keep your creation upon completion of the task. This research will form part of my work as a Masters student at Napier.
How can I participate?
If you are a parent of a child aged , or a young student yourself looking to participate, or have any questions please get in touch at firstname.lastname@example.org or complete the signup form below.
This page relates to a project, view the project page to learn more.