Gifted Students With Learning Disabilities

1. Gifted Students With Learning Disabilities

2. Twice-Exceptional Students • Underrepresented in Gifted Programs • Frequently Struggle • Unique Talents Overlooked • In Danger of Dropping Out

3. Primarily Three Categories • Students enrolled in a Gifted Program but not identified with a learning disability • Students already receiving Special Education services, but not indentified as gifted • Students who neither demonstrate gifted qualities nor extreme learning difficulties

4. Affective Characteristics • Poor Social Skills • Lack of Confidence • Awkward With Peers • Low Self-Esteem • Over Sensitive to Failure

5. Varied Behavioral Characteristics • Manifest High Frustration • Lack of Motivation • Intense Perfectionism • Extreme Carelessness • Appear Lazy, Disorganized Oversensitive

6. Academic Characteristics • Crave But Lack Ability to Access Advanced Information • Imaginative Ideas Surpass Abilities • Struggle With Self-Regulation and Organization

7. Academics • Persistent Difficulties • Reading • Writing • Math • Listening • Organization • Often Placed in Strategic or Intensive Reading Groups

8. Affective Needs • Understand Strengths and Weaknesses • Need to Feel Successful

9. Talents & Abilities • Talents and abilities frequently concealed • Difficulties Masked because students compensate • Learning styles may differ • Need Differentiated and Engaging Curriculum

10. Teachers Role • Help students make connections between Known and Unknown • Build Upon Strengths While Accommodating for Weaknesses • Consider students’ potential

11. StrategiesDetermine Prior Knowledge • Pre-Assessments • Informal Assessments • Interest Inventories • Discussion

12. Strategies-Accommodations • Provide Scaffolding • Blooms Taxonomy • Prior Knowledge • Graphic Organizers As Reference Tools • Webs • Flow Charts • Visual Aids

13. Supportive Strategies • Self-regulation for focus and attention • Collaboration With Peers • Work in Areas of Interest

14. LD Identification • Often use Discrepancy Formula to Determine Disability • Discrepancy Formula May Cause students to be Unidentified because Struggles are concealed

15. Gifted Identification • Intelligence Tests • Verbal • Non-Verbal • Qualitative Information • Checklists • Interviews • Observations • Work Samples

16. Early Identification • Advantage of Early Identification - Learn to Balance Strengths and Weaknesses While Young • Cognitive Processing Disabilities May Not Manifest Themselves Until Children are Older

17. Lessons from History • History Bares Witness of Eminent Individuals Not Recognized Until Older • Teachers Should Consider Latent Potential Students Possess

18. Tiered Instruction • Response to Intervention • Provides Framework for Intervention • Evidence for Special Education Referral • Strengths Based • Serves to Address Need for Extra Support • Recognition of Gifted Abilities • Flexible Tiers • According to interest • According to strength

19. Dichotomous Learners • Authentic and Purposeful • Understand Extraordinary Characteristics • High Quality Instruction • Cultivate Creative and Academic Potential • Need Collaborative Efforts Among Instructors

20. References • Baum, S. W., Cooper, C.R., Neu, T.W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology In The Schools, 38(5), 477. • Bianco, M. (2005). The effects of disability labels on special education and general education teachers’ referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-293. • Bianco, M. (2010). Strength-Based RTI: Conceptualizing a multi-tiered system for developing gifted potential. Theory Into Practice, 49(4), 323-330. doi: 10.1080/00405841.2010. 510763 • Castellano, J. A. (2003). Special populations in gifted education: Working with diverse gifted learners. Boston: Allyn & Bacon. • Coleman, M.R. (2005). Academic strategies that work for gifted students with learning disabilities. Teaching Exceptional Children, 38(1), 28-32. Retrieved from: http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN=183489&site=ehost-live

21. References • Coleman, M. R. Hughes, C.E. (2009). Meeting the needs of gifted students within an RtI framework. Gifted Child Today, 32(3), 14-19. Retrieved from: http://search.ebscohost. com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN=43381493&site=ehost-live • Hughes, C.E., Rollins, K., Johnsen, S.K, Pereles, D.A., Omdal, S., Baldwin, L., Brown, E.F., Abernethy, S.H., (2009). Remaining challenges for the use of RtI with gifted education. Gifted Child Today, 32(3), 58-61. Retrieved from: http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN=4331498&site=ehost-live • Jarvis, J. M. (2009). Planning to unmask potential through responsive curriculum: The “Famous Five” exercise. Roeper Review, 31(4), 234-241. doi:10.1080/02783190903177606 • McKenzie, R. G. (2010). The insufficiency of response to intervention in identifying gifted students with learning disabilities. Learning Disabilities Research & Practice Blackwell Publishing Limited, 25(3), 161-168. doi: 10.1111/j.1540-5826.2010.00312.x

22. References • Olenchak, F. (1999). Affective development of gifted students with nontraditional talents. Roeper Review, 21(4), 293. Retrieved from: http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN=2002308&site=ehost-live • Pierce, R.L. Adams, C. M. (2004). Tiered lessons. Gifted Child Today, 27(2), 58-65. Retrieved from: http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN =12903326&site=ehost-live • Ruban, L. M., Reis, S.M. (2005). Identification and assessment of gifted students with learning disabilities. Theory Into Practice, 44(2), 115-124. Doi: 10.1207/s15430421 tip4402_6 • Shealey, M. (2007). Creating culturally responsive literacy programs in inclusive classrooms. Intervention In School & Clinic, 42(4), 195-197. • Sobel, D. V. (2006). Blueprint for the responsive classroom. Teaching Exceptional Children, 38(5), 28-35. • Tyner, M. (2013). Second grade child-find discussions with Emily Ammons, 2nd Grade Teacher.