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Gifted and Learning Disabled-Students Who Are Twice Exceptional

Parents may suspect that their child is gifted, but be confused when their intelligent child has difficulty learning in certain areas. Some intellectually gifted students also have special learning needs, such as a learning disability. Gifted students may also have other special educational needs such as auditory processing problems, dyslexia, ADHD or emotional problems.

When a highly intelligent child has a learning disability, it is difficult for parents to make sense of the patterns of learning and behavior they observe. A “masking” phenomenon often occurs; high intellect is partly masked by learning problems, and learning difficulties partly mask a child’s true level of intelligence. This can lead to two problems: the child’s intellectual gifts are not nurtured and developed, and learning disabilities may not be properly corrected.

Because these students are extremely intelligent, they can use many compensatory strategies to learn and appear to perform better. They use abilities such as reasoning skills, strong memory, attention to detail, or other gifts to circumvent their disability. It is difficult for teachers and parents to observe learning problems and as a result the child’s learning disabilities often go unidentified and the child does not receive help in the area of ​​learning. disability.

It is often difficult for adults to watch for signs of giftedness in children who do not learn easily and quickly in all areas. Consequently, the child’s giftedness is also not recognized and these students do not receive the appropriate encouragement and educational support to fully develop their gifts, talents and desire to succeed academically.

Gifted people with learning disabilities have both strengths and needs. Not all children have the same pattern of ups and downs. Therefore, adults must be vigilant in determining appropriate educational interventions.

Some characteristics of twice outstanding students are as follows (keep in mind that each individual will present a unique profile):

  • Above average abstract reasoning ability
  • Strong mathematical reasoning skills
  • In-depth knowledge of topics of interest
  • Exceptional attention to detail
  • Advanced understanding of the “big picture”
  • Excellent visual memory, spatial skills
  • Advanced vocabulary
  • Imagination, creativity, insight
  • Extraordinary talent in fields such as music, arts, science, language
  • Top-notch problem-solving skills
  • Wide variety of interests
  • Sophisticated understanding of satire, humor, metaphors, analogies
  • Mastery of complex relationships
  • Socially apt, popular
  • Difficulty memorizing areas such as math facts, phonetics, spelling
  • Distractibility, disorganization, poor following
  • Hypersensitivity to criticism
  • Perfectionism, slow work production
  • Unreasonable expectations of self, negative view of own performance
  • Often not completing homework
  • Difficulties with sequential tasks

Appropriate educational services for twice exceptional students

The intellectual abilities of gifted students with disabilities should be encouraged. These students must complete appropriate challenges. Often the pace of education is too slow for these students and they lose interest. These students need engaging, engaging, and relevant instruction that emphasizes problem solving and understanding the “big picture.”

Society owes every intellectually gifted student an education that nurtures their talents, develops strong reasoning skills and arouses curiosity. Students who receive a stimulating education enter the adult world as full, enthusiastic and capable participants, able to contribute their talents to society.

Intelligence is a multifaceted, malleable and dynamic faculty that can be encouraged or hindered by experience. Our society must commit to developing the abilities of intellectually gifted students with disabilities. Educators should:

  • Be alert to signs of intellectual potential in students who learn differently or who do not learn quickly and easily
  • View unconventional types of talent such as artistic, musical, visual-spatial, and social gifts as indicators of intellectual giftedness
  • Use portfolios, projects, debates, discussions, and other teaching and assessment methods to reach a student’s gifts
  • Emphasize high-level problem solving, abstract thinking, and creativity
  • Have high expectations for the future of children – do not set limits based on preconceived notions
  • Emphasize self-directed learning, experimentation and active research
  • Support a strong self-concept as a driver of success

Simultaneously, we must identify and correct learning disabilities so that twice exceptional students can participate fully in academic experiences at the level of their intelligence. Students should receive the educational support they need in areas of need such as speech therapy services, reading remediation, educational therapy, counseling or tutoring. The traditional school curriculum and methodology must be modified to circumvent areas of weak functioning.

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