Abstract
This chapter explores the discourse of average, the mindset of anti-asynchrony, and ableist language pertaining to twice-exceptionality, which describes individuals who are gifted and disabled. The author explains how ableist language, within the discourse of average, stigmatizes both disability and gifted populations, and is especially detrimental to the identity of twice-exceptional individuals. Additionally, twice-exceptional individuals experience asynchrony, which is in opposition to society's ideal average, to a greater extent than either gifted or disabled individuals. Ableist language and a culture intolerant of asynchrony leads to the stigmatization of twice-exceptional individuals and a hyper focus on their areas of challenge while ignoring areas of strengths. This results in low self-esteem and a lack of talent development. The chapter concludes with a discussion on how ableism might be counteracted using fluid conceptions of identity and the neurodiversity framework.
TopIntroducing Beto
Beto is a tiny, smiley five-year-old. He is inquisitive, articulate, and so eager to begin kindergarten. He loves to solve puzzles and explore his surroundings. He has an insect collection that nearly matches the extensivity of his collection of memorized facts. His room is filled with models made from Lego bricks, popsicle sticks, and bits and pieces from the hardware store.
“Beto, you are so smart!”
“Wow, Beto. How do you know so much?”
“He’s amazing. He’s going to go far!”
People who meet Beto smile and communicate their pleasure, their acceptance, and their assuredness for his bright future.
A few years later, Beto is a sullen, anxious ten-year-old. He fidgets in his seat, eyes downcast, attempting to dissolve into his black hoody. As the lesson begins, he announces, “I can’t read.” It’s a preemptive strike, a reminder to his teacher and peers to not expect him to be able to keep up. Maybe if he reminds them early on, they won’t feel disappointed in him. Beto concentrates on poking his pencil through his uniform shirt, stretching the hole wider and wider, as he blocks out the drone of his more able classmates as they take turns reading aloud.
“Beto, stop destroying your shirt!”
“Sit up and listen!”
“But teacher, he can’t read.”
“I’m stupid.”
People who meet Beto now frown and communicate concern and pity because of his unacceptable behaviors and inability to do simple things.
Beto represents some of the twice-exceptional students the author of this chapter has worked with over the years. These students receive conflicting messages from parents, teachers, and the community about the value of their abilities. These messages are internalized and hopefully reckoned with at some point in their lives (Branco, Ramos & Hewstone, 2019; Cardillo, 2010; Coleman & Cross, 2014; Cormier, 2022; Olney & Brockelman, 2003; Park & Foley Nicpon, 2022; Ronksley-Pavia et al., 2019a; Silverman, 2021). Beto will be referred to at various points throughout this chapter.
Key Terms in this Chapter
Twice-exceptionality: The state of being identified as both gifted and disabled.
Neurodiversity Paradigm: The perspective that there is a natural diversity in brains/minds and behaviors across humankind and that emphasizes the fact that there is no one normal, average or typical way to be human.
Ableism: The stigmatizing and social oppression of people whose abilities do not fall within societal norms.
Stigma: A stereotypical belief that aligns with the judgment of the dominant group.
Fluid Conceptions of Identity: A continually shifting, co-constructed process of the making and remaking of different selves.
Disability: A socially constructed concept describing how society impedes a person’s ability to access areas of life easily accessible to others.