The first group includes students who have been identified as gifted yet exhibit difficulties in school. There are at least three subgroups of children whose dual exceptionality remains unrecognized (Baum, 1994 Baum, Owen, & Dixon, 1991 Fox, Brody, & Tobin,1983 Landrum,1989 Starnes, Ginevan, Stokes, & Barton, 1988). The majority of students who are gifted with learning disabilities “fall through the cracks” in the system. This happens only rarely, however, unless a school specifically decides to identify and then serve these students. Some of these students are identified and their needs are met. Students who are gifted and also have learning disabilities are those who possess an outstanding gift or talent and are capable of high performance, but who also have a learning disability that makes some aspect of academic achievement difficult. In this review, we examine some of the theoretical arguments, regulations, and educational practices that affect students with LD who are gifted. Nonetheless, empirical research on the characteristics and needs of this population has been limited, and relatively few students with LD who are gifted are identified as such or given special services. We appear to have reached an understanding that high ability and learning problems can both be present in the same individual. Several books have been written on the subject, numerous articles have appeared in journals, and most educational conferences focusing on either learning disabilities or giftedness include at least one presentation on the dual exceptionality. In recent years, the concept of giftedness and learning disabilities occurring concomitantly in the same individual has become commonly accepted. The colloquium did much to establish students who are gifted but also have learning disabilities as a population with special characteristics and needs (Fox, Brody, & Tobin, 1983). The participants agreed that students who are gifted and also have learning disabilities do, in fact, exist but are often overlooked when students are assessed for either giftedness or learning disabilities. At the time, interest in meeting the needs of gifted and talented students, as well as students with learning disabilities, was evident on many levels, but students who exhibited the characteristics of both exceptionalities had received scant notice. In 1981, a colloquium held at The Johns Hopkins University convened experts from the fields of both learning disabilities and giftedness to consider this issue. How could a child be considered gifted who has serious enough learning problems to be characterized as having a learning disability? The stereotype that had prevailed since Terman’s (1925) time was that gifted children score uniformly high on intelligence tests and perform well in school. When educators first began describing children who showed evidence of having a learning disability (LD) yet also appeared to be gifted, many viewed this as contradictory.
IQ FOR GIFTED PROGRAM FULL
Recommendations are included that would help ensure that students who are gifted and have learning disabilities receive the intervention needed to help them achieve their full potential.
This article explores the current policies and practices with regard to defining, identifying, and educating this population. As a result, children with special needs that result from both their high abilities and their learning problems are rarely identified and are often poorly served. Many people have difficulty comprehending that a child can be gifted and also have learning disabilities.
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