Text 5. Gifted and Learning Disabilities

The incidence rate of a child to have both giftedness and a learning disability has not yet been adequately determined, although estimates range from less than 1 percent to as high as 10 percent. This discrepancy is due to a lack of common definitions as well as differences between state policies in program delivery for gifted children with or without learning disabilities. In a review of state policies for 2001, only 27 states mandated full or partial gifted programs, 9 required an individualized program, and only 4 required identification of gifted children to be conducted in the same manner as identifying children with learning disabilities.

Some researchers and parents argue that giftedness is underidentified in children with learning disabilities because these children are able to compensate enough to function in the average range of academic ability. Part of this discrepancy is due to the generic term of “gifted,” which may refer to global giftedness, or may refer to areas of giftedness such as cognitive, creative / artistic, leadership, or specific academic fields. Complicating this are the definitions and terms associated with learning disabilities, including the federal definition, state interpretation of federal definition, and ancillary terms (e.g., perceptual disabilities, dyslexia, minimal brain dysfunction). In 1993, Toll developed a conceptual classification of gifted and learning disabled children that continues to be used.

The subtle gifted / learning disabled have been identified as gifted, and also have learning problems that begin to widen the gap between ability and performance. The hidden gifted / learning disabled are those children who may have both giftedness and learning disabilities, but neither is clearly seen. For example, a child with superior cognitive ability and a reading disability may be functioning in the average range, and thus would not be identified as either gifted or having a learning disability. A third group are students who have been identified as learning disabled and are being served as learning disabled; however, giftedness is shunted aside or ignored as the focus is on the learning disability.

Research would suggest that the best practices in assessment for gifted and for learning disabilities are the same.

Careful multidimensional assessment of children is essential, whether looking for giftedness or learning disabilities.

Identification of strengths and weaknesses is crucial, along with a careful analysis of discrepancies in scores. Information gathering from multiple sources, including teachers and family, is also important. In every situation, the assessment should consider if giftedness or learning disability includes each other.

(Source: Encyclopedia of Special Education, THIRD EDITION Cecil R. Reynolds and Elaine Fletcher-Janzen, Editors, 2007)

1. Read the text.

2. Pick up the key words.

3. Divide the text into logical parts.

4. Make up an outline of the text.

5. Find the main idea in each part of the text.

6. Express the main idea of each part in one sentence.

7. Find supporting details in each part of the text.

8. Compress the text excluding the supporting details.

9. Express the main idea of the text in one sentence.

10. Write an annotation/a summary of the text using words and word combinations from your active vocabulary and sample summaries.