Gifted students with learning disabilities: who are they?

Department of Psychology, Syracuse University, NY 13244, USA.
Journal of learning disabilities (Impact Factor: 1.77). 01/2006; 39(6):515-27. DOI: 10.1177/00222194060390060401
Source: PubMed

ABSTRACT More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed.

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    ABSTRACT: Increased awareness of twice-exceptional students is important for all educators and psychologists; however, for school psychologists, improved understanding of twice-exceptionality will enhance their unique role in assessing twice-exceptional students and in recommending appropriate interventions in schools. In this article, the authors address giftedness and disability as separate topics and then connect them as they relate to twice-exceptionality. The authors explore twice-exceptionality in 3 separate case studies, with a specific focus on attention-deficit/hyperactivity disorder, autism spectrum disorder, and specific learning disability. The article includes a discussion of the Individuals With Disabilities Education Act 2004, specifically as it relates to specific learning disability and giftedness. The authors conclude with 10 recommended practices that include the importance of a comprehensive evaluation to understand a student's strengths and weaknesses as well as the critical nature of differential diagnosis as a foundation for making recommendations for intervention.
    Journal of Applied School Psychology 01/2011; 27(4):380-402.
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    ABSTRACT: Gifted students with coexisting disabilities, also known as twice-exceptional, are increasingly recognized in America’s schools. This increasing awareness needs to be met with equal enthusiasm for empirical investigation into the identification and treatment needs of this group of students. In this article, a 20-year review of the empirical literature examining twice-exceptionality, specifically gifted students with learning disabilities, attention deficit hyperactivity disorder, or autism spectrum disorder, was conducted. Research strongly suggests that gifted students can have a coexisting disability and that comprehensive, individualized approaches toward diagnosis are necessary. Less is known about effective treatments and interventions that simultaneously highlight strengths and accommodate for areas of growth. Future research directions are offered that ideally will encourage scholars to discover more about effective diagnostic and intervention techniques for this very important group of gifted learners.Putting the Research to UseThe purpose of this article is to provide a comprehensive summary of the last 20 years of empirical research examining gifted students with specific learning disabilities, Attention-Deficit/Hyperactivity Disorder, or autism spectrum disorders. Scholars can extrapolate from this summary a research agenda that will move the field forward in the pursuit of empirically validated identification and intervention techniques with twice-exceptional learners. Educators are encouraged to use this information when developing gifted identification protocols in schools, accommodation plans for twice-exceptional students, and interventions that target specific strength and growth areas. Finally, parents of twice-exceptional learners can reference the empirical studies summarized as they search for research-based approaches to helping their child.
    Gifted Child Quarterly 01/2011; 55(1):3-17. · 0.75 Impact Factor
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    ABSTRACT: Increasing numbers of students are being diagnosed as simultaneously gifted and having a learning disability, although the identification procedures and characteristics of these students are matters of continuing debate. In the present study, postsecondary students with learning disability diagnoses (N = 357) were grouped according to their IQ scores, and the groups' cognitive and achievement characteristics were explored, with special attention to the proportions of each group that would meet various objective criteria for learning disability diagnosis. Many students in each group failed to meet any of the criteria, although higher IQ students were more likely to meet most of the criteria. In addition, the higher IQ group exhibited higher achievement scores than did the lower IQ group, although the achievement gaps were much smaller than the IQ differences. Implications for the validity of the gifted/LD category as well as future research directions are discussed.
    Journal of Psychoeducational Assessment - J PSYCHOEDUC ASSESS. 01/2010; 28(2):91-101.


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