Occupational Therapy for Children with DME or Twice Exceptionality

A Practical Approach to Support High Learning Potential, Sensory Processing Differences and Self-Regulation
1. Auflage 2024
ISBN: 978-1-032-36616-6
Verlag: Routledge

Buch, Englisch, 240 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 439 g

Children with high learning potential or giftedness have remarkable potential. Despite this, these children can struggle to participate in everyday life because of a range of needs that are sometimes misunderstood, overlooked or not adequately addressed, leading to underachievement and, in turn, low self-esteem. Needs that, in many cases, paediatric occupational therapists are best suited to address.

The practical resource offered in the book, the DME-C approach, is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomes. This book:

- Includes a clear and comprehensive introduction to high learning potential and DME or twice exceptionality (2e), along with guidance to help identify children with these profiles

- Covers questions and concerns occupational therapists may have when working with children with DME or 2e

- Considers the similarities and differences between high learning potential/DME/2e and neurodivergent conditions such as developmental coordination disorder, autism and ADHD, with a focus on sensory processing differences

- Explains, in easy-to-understand language, the full DME-C therapy approach, with a range of example activities to use in therapy to achieve its principles, and a suggested therapy progression plan

- Is packed full of real-life case studies to translate theory into practice

- Empowers therapists and educational professionals further by drawing attention to how they can better relate to children with DME/2e in therapy regardless of the children’s specific needs

Full of examples and with the voices of parents and children at its heart, this resource is essential reading for occupational therapists, SENCOs, education psychologists and other relevant professionals, who want to improve the lives and wellbeing of children with DME or twice exceptionality and help them reach their full potential.

Zielgruppe

Professional

Autoren/Hrsg.

Ferreira, Mariza

Howell, Rebecca

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

Foreword

1. Introduction

2. High Learning Potential / Giftedness

3. Dual or Multiple Exceptionality (DME) / Twice Exceptionality (2e)

4. DME / Twice Exceptionality and Occupational Therapy

5. DME / Twice Exceptionality and Sensory Processing Differences

6. The DME-C Approach Foundation: The 10 Golden Nuggets

7. The DME-C Approach Four Walls: The 4 Essential Components

8. Making DME/2e Part of Everyday Occupational Therapy Work

9. Case Studies

10. Resources for Further Help

Glossary

Index

Über Autor(innen)

Mariza Ferreira is passionate about supporting children with DME/2e to reach their full potential. It has become her professional mission to both advocate for these children and highlight the importance of the occupational therapy profession to help them. Mariza provides treatment for children and trains parents and other professionals on child-related topics. She also provides supervision to other occupational therapists. Her motto is to change the world one child at a time. This book is one of the ways she is doing that.

Rebecca Howell is a consultant in educational leadership specialising in governance, policy, risk and systems. Formerly Director of the DME Trust and senior education consultant at Potential Plus UK, she has supported many children with high learning potential and dual and multiple exceptionality and their families. Rebecca is dedicated to driving system-wide improvement in education through collaborative, values-led leadership.