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Gifted with Learning Disabilities (updated April 2000)

My child has been very content in a gifted program for several years. This year he appears to be struggling, and his grades have fallen. It was suggested that he might have a learning disability that hasn't been a problem until this year. Is this possible, and how can I get more information?

Gifted students with learning disabilities have much in common with other gifted students. They typically have an excellent long-term memory, an extensive vocabulary, they grasp abstract concepts and thrive on complexity. They are highly creative, imaginative, perceptive, insightful, and are keen observers. They also have much in common with other students who have learning disabilities: A poor short-term memory and poor organizational skills. Their handwriting is frequently illegible, they struggle with easy, sequential material, and rote memorization is almost impossible. In fact, they may be unable to learn unless interested in the topic. These students perform poorly on timed tests. Yet, only a small percentage of gifted students with learning disabilities are identified, in part because they use giftedness in ways that compensate for limitations. Thus, giftedness masks the learning disability, and the disability masks giftedness so that neither are visible in the classroom.

According to a 1992 Dept. of Education Office for Civil Rights survey, there were 24,241 people in the United States who were identified as being both learning disabled and gifted. This number was probably an underestimate.

Although services for children with learning disabilities are covered under PL 94-142 and IDEA, those laws do not address giftedness. There is no comparable federal legislation that addresses the rights and responsibilities of children who are both gifted and disabled. Most school systems identify and provide services to students with learning disabilities whose achievement level is significantly lower than their ability level. Gifted students with disabilities rarely meet the criteria, except for those whose disability is so severe that their giftedness does not compensate for the disability. In such cases, a state might be unwilling to "double label" gifted children with disabilities and may not provide services under both codes. An article by Linda Brody and Carol Mills provides a comprehensive explanation of these issues (http://www.ldonline.org/ld_indepth/gt_ld/nrcgt.html).

Services provided to GT children vary from state to state, and often vary among school districts within a state. To inquire about policies and regulations in your state, please contact your state Department of Education in your state's capitol. A list of state GT offices is available on our Website at http://www.hoagiesgifted.org/eric/fact/stateres.html.

Following are links to related ERIC Digests, Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.


You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://www.eric.ed.gov/ERICWebPortal/Home.portal.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used

learning disabilities

AND

gifted OR gifted disabled

EC304190
Bireley, Marlene
Crossover Children: A Sourcebook for Helping Children Who Are Gifted and Learning Disabled, Second Edition
ISBN-0-86586-264-8
1995; 93p.
Availability: The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091. Stock No. #P5121.
A rich resource that provides specific strategies to help children who are gifted and learning disabled and/or ADD control impulsivity, increase attention, enhance memory, improve social skills, and develop a positive self concept. It also provides recommendations for academic interventions and enrichment activities.
Descriptors: *Gifted Disabled; *Learning Disabilities; *Teaching Methods; *Student Characteristics; *Intervention ; *Learning Strategies; Elementary Secondary Education; Educational Needs; Instructional Materials; Individualized Instruction; Enrichment Activities; Remedial Instruction; Long Range Planning; Program Development; Cognitive Style; Postsecondary Education; Instructional Design.

EJ579549 EC620633
The GOLD Program: A Program for Gifted Learning Disabled Adolescents.
Bees, Corinne
Roeper Review; v21 n2 p155-61 Dec 1998
Publication type: 080; 141
ISSN-0278-3193
Language: English
ERIC issue: CIJSEP1999
Describes the GOLD program, a successful model for teaching gifted adolescents with learning disabilities which includes both resource-room support and enrichment. The curriculum includes teaching about learning disabilities, self-advocacy, critical thinking, word processing, communication skills, and ethics. Time is provided for remedial and subject work.
Descriptors: Adolescents; Communication Skills; Critical Thinking; Curriculum Design; *Enrichment Activities; Ethics; Foreign Countries; *Gifted; Gifted Disabled; *Learning Disabilities; *Remedial Instruction; *Resource Room Programs; Secondary Education; Self Advocacy; *Teaching Methods; Teaching Models
Identifiers: Canada

ED424711 EC306799
Gifted and Learning Disabled: Twice Exceptional Students.
Beckley, Dawn
Publication date: 1998
Publication type: 070
Availability: National Research Center on the Gifted and Talented, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007; Tel: 860-486-4676; Fax: 860-486-2900.
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Geographic source: U.S.; Connecticut
Note: 7p.
This paper discusses the characteristics, identification, and curriculum needs of gifted students who also have learning disabilities. Three different subgroups of twice-exceptional students are described: (1) students who have been identified as gifted yet are exhibiting difficulties in school; (2) students identified as having learning disabilities but whose exceptional abilities have never been recognized or addressed; and (3) students in general education classes who are considered unqualified for services provided for students who are gifted or who have learning disabilities. Because they assume that learning tasks will be easy for them and are not prepared for the difficulty that arises from activities in areas of their disabilities, twice-exceptional children frequently experience frustration, tension, and fear that eventually becomes defensiveness. Students often tend to be aggressive, careless, and frequently off-task. They also cause classroom disturbances and, similar to students with learning disabilities, seem deficient in tasks emphasizing memory and perceptual abilities. It is recommended that IQ and achievement tests be used to identify twice-exceptional students. In developing a curriculum, teachers are urged to individualize the learning tasks for all students so that students' gifts are developed along with compensatory methods to work around their disabilities. (Contains 21 references.)
Descriptors: *Ability Identification; Achievement Tests; Behavior Problems; *Curriculum Development; *Disability Identification; Elementary Secondary Education; *Gifted Disabled; Intelligence Tests; *Learning Disabilities; *Student Characteristics; Student Evaluation; Student Needs

EJ575368 EC620203
Evidence of Language Problems in Underachieving Gifted Adolescents: Implications for Assessment.
Hayes, Phebe A.; Norris, Janet; Flaitz, James R.
Journal of Secondary Gifted Education; v9 n4 p179-94 Sum 1998
Publication type: 080; 143
ISSN-1077-4610
Language: English
ERIC issue: CIJJUL1999
This study analyzed spoken narratives of 10 high-achieving and 10 under-achieving gifted adolescents. Results suggested that language problems are common in underachievers. Variables contributing most to differences were number of complete episodes produced, number of statements referring to characters' internal states, reactions of characters to outcomes, inclusion of a story ending, and number of complex grammatical sentences.
Descriptors: Adolescents; *Expressive Language; *Gifted Disabled; *Language Impairments; Learning Disabilities; *Narration; Secondary Education; *Underachievement

EJ571826 EC619655
Patrick's Story: A Gifted Learning Disabled Child.
Thrailkill, Colleen
Gifted Child Today Magazine; v21 n3 p24-25,45 May-Jun 1998
Publication type: 080; 120
ISSN-1076-2175
Language: English
ERIC issue: CIJMAY1999
The mother recounts her son's educational career with testing results which identified him as both a gifted and learning disabled. His difficulties in school and eventual successful completion of college and employment are recounted. The need for schools to meet the needs of unconventional learners is stressed.
Descriptors: *Academically Gifted; Case Studies; *Cognitive Style; Elementary Secondary Education; Employment; *Gifted Disabled; Higher Education; *Individual Differences; *Learning Disabilities; Personal Narratives; Student Needs

EJ544469 EC616587
Gifted Children with Learning Disabilities: A Review of the Issues.
Brody, Linda E.; Mills, Carol J.
Journal of Learning Disabilities, v30 n3 p282-96 May-Jun 1997
ISSN: 0022-2194
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); POSITION PAPER (120)
Journal Announcement: CIJOCT97
Explores current policies and practices concerning the definition, identification, and educational needs of students who are both gifted and learning disabled. Recommendations stress the need for less rigid definitions and cutoff scores for program eligibility and the provision of a wide variety of settings (resource rooms, special classes) and service options (individualized instruction, enrichment).
Descriptors: *Ability Identification; Definitions; Delivery Systems; *Disability Identification; Educational Needs; Educational Policy; Educational Practices; Elementary Secondary Education; Eligibility; *Gifted Disabled; *Intervention; *Learning Disabilities; Special Classes; *Student Characteristics

EJ561065 EC618429
Redefining Instructional Directions for Gifted Students with Disabilities.
Deshler, Donald D.; Bulgren, Janis A.
Learning Disabilities; v8 n3 p121-32 Fall 1997
Document Type: JOURNAL ARTICLES (080); NON-CLASSROOM GUIDES (055)
This article discusses major outcome goals and proposes the use of a system of learning strategies and instructional procedures known as content enhancement with an academically diverse group of students, including gifted students with learning disabilities. Content-enhancing instructional routines focus on organization, understanding, recall, and application of critical information. One routine, the concept mastery routine, is detailed.
Descriptors: *Gifted Disabled; *Learning Disabilities; *Teaching Methods; *Instructional Design; *Learning Strategies; Elementary Secondary Education; Instructional Effectiveness; Concept Formation; Heterogeneous Grouping; Classroom Techniques; Mastery Learning; Student Educational Objectives
Identifiers: *Content Enhancement

ED416640 EC306199
In the Mind's Eye: Visual Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity. Updated Edition.
West, Thomas G.
1997; 397p.
Availability: Prometheus Books, 59 John Glenn Drive, Amherst, New York, 14228-2197; http://www.prometheusbooks.com.
ISBN-1-57392-155-6
Document Type: BOOKS (010); INFORMATION ANALYSES (070)
Geographic Origin: U.S.; New York
This book presents, in an updated edition, ground-breaking research on how some innovations in computer visualization are making work and education more favorable to visual thinking. The book exposes many popular myths about conventional intelligence through an examination of the role of visual-spatial strengths and verbal weaknesses in the lives of 11 gifted individuals, including Albert Einstein, Winston Churchill, Thomas Edison, Leonardo da Vinci, and others. It cites research in neuroscience that shows a link between visual talents and verbal difficulties and also discusses new developments in computer technology which herald a significant shift toward the increased use of visual approaches throughout the economy. Specific chapters address dyslexia and learning difficulties from the inside; constellations of traits and some neurological perspectives; speech and nonverbal thoughts; patterns in creativity; images, computers, and mathematics; and patterns, implications, and possibilities for the future. An updated bibliography and expanded resource list are included, which provide contact information for both national and international organizations relating to computer graphics and visualization, dyslexia, creativity, and neuroscience. A gallery of visual images supporting the discussions is also included.
Descriptors: *Learning Disabilities; *Gifted Disabled; *Visual Learning; *Computers; *Cognitive Processes; *Technological Advancement; Nonverbal Learning; Spatial Ability; Neurological Impairments; Visualization; Verbal Development; Dyslexia; Creativity

EC618197
The Gifted/Dyslexic Child: Characterizing and Addressing Strengths and Weaknesses.
LaFrance, Edith (Dee) Bird
Annals of Dyslexia; v47 p163-82 1997
Document Type: JOURNAL ARTICLES (080); REPORTS RESEARCH (143)
This article discusses the outcomes of a study from Ontario that compared 29 gifted students (ages 9-14) with dyslexia to students who were either gifted (n=23) or dyslexic (n=25). Intellectual, academic, socioemotional, and creative thinking differences are described. Two different curriculum approaches for gifted children with dyslexia are provided.
Descriptors: *Dyslexia; *Gifted; *Gifted Disabled; *Student Needs

EJ548272 SP526123
The Learning Disabled/Gifted Student.
Norton, Scott; And Others
Contemporary Education, v68 n1 p36-40 Fall 1996
ISSN: 0010-7476
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJDEC97
Examines educational needs of students who are learning disabled and gifted (LD/G), discussing their characteristics, problems encountered in working with them, referral and placement practices in place for them, and current instructional strategies. The paper notes that LD/G students need some special educational assistance to enable them to reach their full potential.
Descriptors: Academic Achievement; *Academically Gifted; Elementary School Students; Elementary Secondary Education; *Gifted Disabled; *Learning Disabilities; Regular and Special Education Relationship; Secondary School Students; *Special Education; *Special Needs Students; Student Needs

EJ527611 EC614068
Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study.
McGuire, K. Lesley; Yewchuk, Carolyn R.
Journal for the Education of the Gifted, v19 n3 p293-314 Spr 1996
ISSN: 0162-3532
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJDEC96
Target Audience: Researchers
Evaluation of the metacognitive strategies used by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task found that, although the students monitored their reading and reported use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in these strategies. The need for individualized reading instruction matched to student profiles was indicated.
Descriptors: *Gifted Disabled; Individual Differences; Individualized Instruction; Intermediate Grades; *Learning Disabilities; *Metacognition; *Reading Comprehension; Reading Difficulties; *Reading Strategies

EJ519845 EC613190
From Paradox to Performance: Practical Strategies for Identifying and Teaching GT/LD Students.
Dix, Jennifer; Schafer, Susan
Gifted Child Today Magazine, v19 n1 p22-25,28-31 Jan-Feb 1996
ISSN: 1076-2175
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055); TEST QUESTIONNAIRE (160)
Journal Announcement: CIJJUL96
Target Audience: Teachers; Practitioners
Basic information for regular classroom teachers with students who are both gifted and learning disabled covers definition of this population; incidence; characteristics; and six teaching strategies, such as flexibility in how student demonstrates mastery of material, adapting for reading differences, and using attention-directing techniques. A screening checklist is also provided.
Descriptors: Ability Identification; Definitions; Disability Identification; *Gifted Disabled; Incidence; Inclusive Schools; Individual Differences; Individualized Instruction; *Learning Disabilities; *Screening Tests; *Student Characteristics; *Teaching Methods

EJ510061 EC612056
Twice Exceptional: Gifted Children with Learning Disabilities and Gifted Students with Learning Disabilities.
Southern, W. Thomas; And Others
LD Forum, v20 n2 p48-50 Win 1995
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJJAN96
Target Audience: Practitioners
This column offers two articles: one on problems in identifying students who are gifted and learning disabled and recommendations for working with this population; a second article describes a resource program for students in grades six through eight who are gifted and learning disabled, involving collaboration through weekly team meetings.
Descriptors: *Ability Identification; Disability Identification; Educational Strategies; Elementary Secondary Education; *Gifted Disabled; *Learning Disabilities; Middle Schools; *Resource Room Programs; Student Characteristics; Teamwork
Identifiers: Teacher Collaboration

EJ549113 EC616979
Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved.
Reis, Sally M.; And Others
Exceptional Children, v63 n4 p463-79 Sum 1997
ISSN: 0014-4029
Language: English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJJAN98
Qualitative methods were used to examine experiences of 12 successful college students with learning disabilities. The participants reported social problems, difficulty with teachers, and frustration with certain academic areas, sometimes resulting from the interaction of their high ability and learning disabilities. Participants successfully integrated specific personality traits, special compensation strategies, and environmental modifications in the university setting.
Descriptors: Case Studies; College Students; Coping; *Gifted Disabled; *High Achievement; Higher Education; Individual Development; *Learning Disabilities; Qualitative Research; Self Evaluation (Individuals); *Student Development; Success

EJ506649 EC611518
State Identification Policies: Gifted Students from Special Populations.
Coleman, Mary Ruth; Gallagher, James J.
Roeper Review, v17 n4 p268-75 May-Jun 1995
ISSN: 0278-3193
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJNOV95
Target Audience: Practitioners
Results are presented of a national survey of state policies regarding identification of gifted students from special populations (culturally diverse families, economic disadvantagement, or gifted students with disabilities). Also considered is a followup study on the implementation of state policies in Ohio, Arkansas, and Texas. Future policy directions are recommended.
Descriptors: *Ability Identification; Cultural Differences; Economically Disadvantaged; Elementary Secondary Education; Ethnic Groups; *Gifted Disabled; *Gifted Disadvantaged; Government School Relationship; Low Income Groups; *Minority Groups; *Public Policy; State Legislation; *State Programs
Identifiers: Arkansas; Ohio; Texas

EJ505159 EC611480
Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.
Hannah, C. Lynne; Shore, Bruce M.
Gifted Child Quarterly, v39 n2 p95-109 Spr 1995
ISSN: 0016-9862
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJOCT95
This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more than that of learning-disabled students.
Descriptors: Academic Ability; Elementary Secondary Education; *Gifted; *Gifted Disabled; *Learning Disabilities; Males; *Metacognition; *Reading Comprehension
Identifiers: Error Detection

EJ494761 EC608838
Talent Development: Accommodating the Social and Emotional Needs of Secondary Gifted/Learning Disabled Students.
Olenchak, F. Richard
Journal of Secondary Gifted Education, v5 n3 p40-52 Spr 1994
ISSN: 1047-1885
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); POSITION PAPER (120)
Journal Announcement: CIJAPR95
This discussion uses student cases and a review of the literature to advocate for the development of individual student talent as a philosophical basis for accommodating the social and emotional needs of gifted secondary students with learning disabilities. Descriptions of several educational innovations and reform efforts likely to enhance talent development are included.
Descriptors: Change Strategies; *Educational Change; Educational Needs; Educational Philosophy; *Gifted Disabled; Individualized Instruction; Learning Disabilities; Secondary Education; *Talent; *Talent Development

EJ491124 EC609654
Gifted Students with Learning Disabilities: What Does the Research Say?
Coben, Sharon S.; Vaughn, Sharon
Learning Disabilities: A Multidisciplinary Journal, v5 n2 p87-94 Aug 1994
ISSN: 1046-6819
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Journal Announcement: CIJFEB95
A review of the literature on gifted students with learning disabilities concludes that the literature is presently unable to provide empirically based guidelines for identifying and serving children who are both gifted and learning disabled. Several key problems are discussed, including identification, characteristics, and intervention.
Descriptors: *Ability Identification; Disability Identification; Elementary Secondary Education; *Gifted Disabled; *Intervention; *Learning Disabilities; Student Characteristics

ED373507 EC303276
The Gifted Learning Disabled Student.
1994; 241p.; ISBN: 1-881622-10-X
Available From: Publications & Resources Coordination, CTY, The Johns Hopkins University, 3400 N. Charles St., Baltimore, MD 21218 ($19).
Document Not Available from EDRS.
Language: English
Document Type: COLLECTION (020); BOOK (010)
Geographic Source: U.S.; Maryland
Journal Announcement: RIEJAN95
This collection of articles on gifted learning disabled students begins with an explanation of the philosophy of the Center for Talented Youth at Johns Hopkins University (Maryland), a list of characteristics of gifted disabled students, and three definitions of learning disabilities. Twenty-four papers are provided. A listing of resources includes centers, associations, and organizations; a select sampling of schools; programs; publications; tests and publishers; and recommended reading. Some of the individual articles also contain references.
Descriptors: *Ability Identification; Attention Deficit Disorders; Classroom Techniques; College Bound Students; Counseling; Dyslexia; Elementary Secondary Education; *Gifted Disabled; Higher Education; Individual Needs; Intervention; *Learning Disabilities; Mainstreaming; Preschool Education; Self Concept; Self Esteem; Student Characteristics; *Teaching Methods
Identifiers: Johns Hopkins University Center Talented Youth, MD

EJ494759 EC608836
Addressing Needs through Strengths: Five Instructional Practices for Use with Gifted/Learning Disabled Students.
Howard, Judith B.
Journal of Secondary Gifted Education, v5 n3 p23-34 Spr 1994
ISSN: 1047-1885
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJAPR95
This article describes five instructional strategies for use with gifted students with learning disabilities: (1) use of computer technology; (2) mnemonic (memory enhancing) techniques; (3) graphic organizers; (4) the integrative strategy instruction model; and (5) seminar instruction.
Descriptors: Advance Organizers; Classroom Techniques; Computer Uses in Education; Discussion (Teaching Technique); Elementary Secondary Education; *Gifted Disabled; *Learning Disabilities; Learning Strategies; Mnemonics; Remedial Instruction; Seminars; *Teaching Methods
Identifiers: *Graphic Organizers

EJ402550 EC221930
Invisible Gifts, Invisible Handicaps.
Silverman, Linda Kreger
Roeper Review, v12 n1 p37-42 Sep 1989
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141); NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJJUN90
Target Audience: Teachers; Practitioners
The paper compares characteristics of underachievers with characteristics of learning-disabled gifted children; describes results of clinical assessments of learning-disabled gifted children; offers guidelines for identifying such students; and discusses teaching strategies that can be used at school and home.
Descriptors: *Ability Identification; Educational Diagnosis; Elementary Secondary Education; *Gifted Disabled; *Handicap Identification; *Student Characteristics; *Teaching Methods; Underachievement
 

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