Linda E. Brody, EdD, is director of the Study of Exceptional Talent at the Center for Talented Youth of Johns Hopkins University, a research group that also provides counseling to exceptionally talented students.
Carol J. Address: Linda E. Charles St. Aaron, P. Specific reading disability in historically famous persons. Journal of Learning Disabilities, 21, Association for Children with Learning Disabilities Definition of the condition of specific learning disabilities. ACLD Newsbriefs, , Baldwin, A. Ethnic and cultural issues. Davis Eds. Baldwin, L. Fox, L. Tobin Eds. Bannatyne, A. Journal of Learning Disabilities, 7, Barton, J. Roeper Review, 12 1 , Baum, S. Learning disabled students with superior cognitive abilities: A validation study of descriptive behaviors.
Unpublished doctoral dissertation, University of Connecticut, Storrs. An enrichment program for gifted learning disabled students. Gifted Child Quarterly, 32 1 , The Journal of Secondary Gifted Education, 5 3 , Identification programs and enrichment strategies for gifted learning disabled youth.
To be gifted and learning disabled: From identification to practical intervention strategies. Benbow, C. SMPY's model for teaching mathematically precocious students. Renzulli Ed. Boodoo, G. A survey of procedures used for identifying gifted learning disabled children. Gifted Child Quarterly, 33 3 , Bricklin, P.
Brown Mizuno, C. Success strategies for learners who are learning disabled as well as gifted. Teaching Exceptional Children, 23 1 , Clements, C. Serving the gifted dyslexic and gifted at risk. Gifted Child Today, 17 4 , , , Cohn, S. Talent searches. Durden, W. Smart kids: How academic talents are developed and nurtured in America. Feldhusen, J. Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36 2 , Models for identifying giftedness: Issues related to the learningdisabled child.
French, J. The gifted learning disabled child: A challenge and some suggestions. Roeper Review, 4 3 , Fuchs, D. Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, Gallagher, J. Educational reform, values, and gifted students. Gifted Child Quarterly, 35 1 , Graham, S.
The relevance of IQ in the determination of learning disabilities: Abandoning scores as decision makers. Journal of Learning Disabilities, 22, Griffin, N. Six walls of the Hogan: Leta Hollingworth as a model for a teacher of learning. Roeper Review, 12 3 , Gunderson, C. Gifted Child Quarterly, 31 4 , Hammill, D. On defining learning disabilities: An emerging consensus.
Journal of Learning Disabilities, 23, Hishinuma, E. Gifted Child Today, 14 5 , Gifted Child Today, 16 1 , Howard, J. Addressing needs through strengths. Interagency Committee on Learning Disabilities. Learning disabilities: A report to the U. Washington, DC: U. Government Printing Office. Kail, R. Human intelligence: Perspectives and prospects. New York: W. Karnes, M.
Gifted handicapped. Kauffman, J. Why we must celebrate a diversity of restrictive environments. Learning Disabilities Research and Practice, 10, Kavale, K. Learning disability and cultural economic disadvantage: The case for a relationship. Learning Disability Quarterly, 3, Krippner, S. Etiological factors in reading disability of the academically talented in comparison to pupils of average and slow learning ability.
Journal of Educational Research, 61 6 , Kulik, J. Ability grouping and gifted students. Landrum, T. Gifted and learning disabled students: Practical considerations for teachers. Academic Therapy, 24, Lyon, G. IQ is irrelevant to the definition of learning disabilities: A position in search of logic and data.
Journal of Learning Disabilities, 22, , Marland, S. Government Printing Of fice. Renewing our commitment to the education of gifted and talented students: An essential component of educational reform.
Baltimore: Maryland State Department of Education. Mather, N. Learning disabilities: A field in danger of extinction? Learning Disabilities Research and Practice, 9 1 , Mendaglio, S. Counseling gifted learning disabled: Individual and group counseling techniques. Silverman Ed. Denver: Love. Miller, M. Selfassessment as a specific strategy for teaching the gifted learning disabled.
Journal for the Education of the Gifted, 14, Mills, C. Cooperative learning and ability grouping: An issue of choice. Gifted Child Quarterly, 36 1 , Minner, S. Teacher evaluations of case descriptions of LD gifted children.
Gifted Child Quarterly, 34 1 , Referral and placement recommendations of teachers toward gifted handicapped children. Roeper Review, 9, Moller, B. Special techniques for the gifted LD student. Academic Therapy, 20, Montague, M.
Gifted and learning disabled gifted students' knowledge and use of mathematical problem solving strategies. Nielsen, M. Helping twice exceptional students to succeed in high school. Roeper Review, 12, Ochse, R.
Before the gates of excellence: The determinants of creative genius. New York: Cambridge University Press. Olenchak, F. Talent development. Olson, R. They may pass through elementary and middle school without having to study much but once they enter high school and college, gifted students may not be equipped to handle the rigors of higher-level course work.
There are many causes as to why gifted students may underachieve. Some of the reasons include:. Intervention is often needed to reverse gifted underachievement. It is important to work with the gifted child to figure out what exactly is causing underachievement. Counseling services can also be helpful, allowing the child to confide in someone they can trust. Parents must also work with teachers to understand the learning styles and preferences of the gifted learner and challenge them to maximize their potential.
Gifted children need support for both academic and social-emotional development. Depending on where you live and which school district you are in, this might include ability grouping, gifted pull-out classes or access to gifted public schools.
Outside of school, gifted programs may offer gifted students the chance to further explore a unique subject of interest, or they can provide a place to form social connections with intellectually-similar peers. Check out our article on gifted education for more information on education and support options available. Want to learn more about a gifted topic? Our resource library offers free gifted articles, guides, research and more to help inform and support gifted students and their families.
To help you get started, here are some articles you may be interested in:. Please note, the Davidson Institute is a non-profit serving families with highly gifted children. We will not post comments that are considered soliciting, mention illicit topics, or share highly personal information. Even from some teachers and doctors.
Yet there are lots of people who have exceptional ability in some academic areas and significant learning difficulties in other areas. Educators use a special name to describe students who qualify for gifted programs as well as special education services. Consider Jamie: At 16, he knows everything about the Civil War, writes beautifully, and can talk endlessly about politics. Yet he needs a calculator to help him with even the most basic math.
Some organizations estimate that there are hundreds of thousands of twice-exceptional learners in U. But there are no hard numbers because so many of these students are never formally identified as being gifted, having a disability or both. Twice-exceptional children tend to fall into one of three categories. These categories help explain why students often go through school without the services and stimulation they need:.
Students whose giftedness masks their learning and thinking differences. These kids score high on tests for giftedness but may not do well in gifted programs. These students use their exceptional abilities to try to compensate for their weaknesses.
Students whose learning and thinking differences mask their giftedness. Learning and thinking differences can affect performance on IQ tests and other assessments for giftedness. For example, since many of these tests require language skills, kids with language-based challenges may not perform well. Some of these children are identified, wrongly, as having emotional problems.
Students whose learning and thinking differences and giftedness mask each other. Federal law protects students with disabilities. Enrichment curricula exist to help classroom teachers working with gifted students and save teachers the time and work of creating enrichment materials themselves. Since enrichment is not part of the normal, officially sanctioned curriculum, however, there is a risk that it will be perceived as busywork rather than as intellectual stimulation, particularly if the teacher herself is not familiar with the enrichment material or is otherwise unable to involve herself in the material fully.
Obviously acceleration and enrichment can sometimes be combined. A teacher can move a student to the next unit of study faster than she moves the rest of the class, while at the same time offering additional activities not related to the unit of study directly. For a teacher with a student who is gifted or talented, however, the real challenge is not simply to choose between acceleration and enrichment, but to observe the student, get to know him or her as a unique individual, and offer activities and supports based on that knowledge.
This is essentially the challenge of differentiating instruction, something needed not just by the gifted and talented, but by students of all sorts. As you might suspect, differentiating instruction poses challenges about managing instruction.
Davis, G. Education of the gifted and talented, 5th edition. Friend, M. Special education: Contemporary perspectives for school professionals, 2nd edition. Schiever, S. New directions in enrichment and acceleration.
0コメント