Denise Yates shares her expertise in the field of dual and multiple exceptionality (DME) through 12 practical steps schools can take to ensure learners with DME are effectively identified and supported.
Pupils, parents and professionals may all have different perspectives on what effective dual and multiple exceptionality (DME) education looks like, both in general and at different stages in a pupil’s journey through school. That said, there are some underpinning characteristics that should be common to all DME education, regardless of the setting or content offered to nurture and inspire pupils at all ages.
This blog post explores the kinds of things that teachers and other professionals should consider in the classroom. Notwithstanding, it is important to remember that getting DME right involves professionals at all levels – including national and local governments and policymakers, those at governor or trustee level (or equivalent) in school, and within the senior leadership team.
For professionals who work directly with pupils, it is important to:
1. Be aware of dual and multiple exceptionality (DME).
This includes understanding what it looks like in the classroom and at home, and how this can often differ. Look at the whole child in different contexts and settings to build up a holistic picture of their strengths and areas of struggle.
2. Know how to identify a pupil with DME.
These children are often hard to spot. They can often show ‘flashes of brilliance’ in one or more areas, whilst at the same seeming to struggle with often the most basic of activities. Alternatively, their high learning potential can mask any special educational needs and/or disabilities (SEND). In this case, they may gain average or even above-average scores in tests or work, meaning no concerns are raised about either their high ability or their SEND. Yet, if the barriers to their learning are removed, either through approach or content, these children can fly and be the best they can be.
Linked to identification, it is also important to recognise the kind of behaviours and actions that pupils with DME can present, both in the classroom and in the home environment, when that DME is misdiagnosed for something else or when it is not recognised or supported in the right way.
3. Understand and implement individual, classroom and whole-school approaches for DME.
Focus areas should include: supporting children’s academic achievement, nurturing their gifts and talents, encouraging interpersonal relationships with other, like-minded individuals, and promoting their own understanding about themselves.
Some of these things can be incorporated into a universal approach, such as providing differentiated learning opportunities alongside personal choice. Some provision may need to be more targeted, such as working in small groups on specific issues. Some provision may need to be more intensive and individualised. Putting in place a patchwork of different approaches will enable professionals to identify and evaluate what works best for each pupil with DME.
4. Believe in, speak up for, and give pupils with DME a voice to speak up for themselves.
Children and young people with DME often have strong opinions and need a positive approach and guidance in the classroom so they are able to voice those opinions positively.
As with some more able pupils, those with DME can have a strong sense of justice and fairness, and perceived lack of these can lead to emotional or behavioural outbursts. Such incidents (whether the injustice is real or perceived) can have an incremental impact on a pupil with DME’s self-confidence, wellbeing, performance and achievement levels in the long-term; addressing them is therefore well worthwhile. Developing systems for actions such as asking questions in class which are transparent, inclusive and fair can have a real impact on learning and wellbeing.
5. Use the child’s high learning potential (HLP) to overcome their learning difficulties – don’t get stuck repeating basics.
Repeating the basic building blocks a child needs to learn before moving onto higher level concepts can be a recipe for disaster. More of the same can frustrate a child with DME. It is often more rewarding for the pupil with DME to tackle the problem in reverse, giving them higher level work and using this as a hook to put the basic building blocks in place.
6. Adapt the tools you use for pupils with SEND and HLP to inspire pupils with DME to use their intelligence to learn.
For example, don’t be frightened to use complex language and descriptions, but give this context and then use the work to address any challenge the pupil faces.
7. Explain the ‘how’ and the ‘why’ to pupils with DME.
This can help them to understand the context within which they are working, which can promote their learning. For example, explaining how the brain works and using growth mindset theory to help pupils understand how making mistakes can be a useful tool in learning can be effective. Praising the effort a pupil with DME puts in – instead of or as well as focusing on the results they achieve – can also have a positive impact on their learning and self-esteem.
8. Understand that a child or young person with DME can present very differently at home and in school.
This can work both ways; a child who is quiet and studious in the classroom and who presents no cause for concern can be a child who is out of control at home, exhibiting poor behaviour, meltdowns or worse – like a pressure cooker exploding which has been kept in check at school. Likewise, a child who is the class clown or who exhibits behavioural problems at school can seem an angel at home when they can learn what they want at their own pace with no expectations placed on them. This makes it vital for professionals and parents to listen to each other, accept the different descriptions of the same child, and work together to problem solve solutions.
9. Develop a positive relationship with parents and carers.
Reinforce this with a transparent communication process and open-door policy. Many parents or carers do not come into school until they are absolutely desperate to sort out a situation. By then they are looking for a sympathetic ear, a chance to talk about their concerns and a speedy resolution. Sometimes this desperation can result in parental outbursts and negative behaviour. Recognise this possibility, listen to the parent or carer, and work positively with them to problem-solve their concerns.
10. Be honest about what can or can’t be done.
Supporting pupils with DME does not have to be resource-intensive. In fact, supporting DME effectively can save resources. For example, where DME goes unrecognised or is misdiagnosed for other things, it can result in a range of behavioural, social and emotional problems which are more resource-intensive to tackle than addressing the DME would have been in the first place. Notwithstanding, if the school is not able to put provision in place, it is better to be honest and to work with the parents on what can be done.
11. Pilot approaches to DME in the classroom and beyond.
Some of these may work for all children – such as differentiated learning tasks in class or at home that the child can choose from themselves, through to open invitations to all pupils to attend out-of-school activities and then seeing who shows up and is enthusiastic about the event.
Explore the pace and content of learning, both inside and outside the classroom, and question how you can adapt an exercise or piece of homework to test what the pupils know rather than what they can do. Instead of a written submission, could they record their homework in a song? On a PowerPoint presentation? On a video? When setting homework ask yourself: do you want to test their handwriting or their knowledge? Is it better for your pupil with DME to write three lines on what they did in the summer break, or two pages on fossils or Harry Potter?
12. Look for DME in unexpected places.
The brightest child is not necessarily the one sitting at the front to the class listening to your every word. They may be the class clown, the one whose behaviour deteriorates easily, the one who has a wicked sense of humour or is sarcastic and questions everything. Keep an open mind and adapt your behaviour.
Navigating the maze relating to dual and multiple exceptionality is not easy. However, there are books and materials to support teachers and other professionals, and organisations both in the UK and overseas that run online and face-to-face training to help SENDCos, teachers and other school-based staff to gain and build on their skills in this area. Notwithstanding, in working with pupils and parents/ carers in this arena, the key is to keep an open mind and an open door and help problem-solve to find long-term approaches and solutions which work to maximise the potential of these children and young people.
Read more: 16 tips for effective collaboration with parents and carers – including those with DME children
About the author
Denise Yates has worked in education and training for over 38 years with a focus on enabling all individuals to maximise their potential. After 10 years as CEO of Potential Plus UK, she left in 2017 to pursue her passion, which could be summarised as ‘hidden potential’ – focusing on supporting children and young people with DME, those with mental health problems and those who have been failed by the system, for whatever reason. Denise is currently a Board member of The Potential Trust, Nisai Education Trust and Potential In Me. She is also an adviser with Citizens Advice in her local area.
Denise Yates is co-author with Adam Boddison of The School Handbook for Dual and Multiple Exceptionality, and author of the new book Parenting Dual Exceptional Children. You can follow her on Twitter @DeniseYates_
Special offer: To benefit from a 20% discount on Denise Yates’ new book, Parenting Dual Exceptional Children, enter discount code Yates20 when purchasing the book from the Jessica Kingsley website by 31 August 2022.
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