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ERIC Number: ED424711
Record Type: RIE
Publication Date: 1998
Pages: 7
Abstractor: N/A
Gifted and Learning Disabled: Twice Exceptional Students.
Beckley, Dawn
This paper discusses the characteristics, identification, and curriculum needs of gifted students who also have learning disabilities. Three different subgroups of twice-exceptional students are described: (1) students who have been identified as gifted yet are exhibiting difficulties in school; (2) students identified as having learning disabilities but whose exceptional abilities have never been recognized or addressed; and (3) students in general education classes who are considered unqualified for services provided for students who are gifted or who have learning disabilities. Because they assume that learning tasks will be easy for them and are not prepared for the difficulty that arises from activities in areas of their disabilities, twice-exceptional children frequently experience frustration, tension, and fear that eventually becomes defensiveness. Students often tend to be aggressive, careless, and frequently off-task. They also cause classroom disturbances and, similar to students with learning disabilities, seem deficient in tasks emphasizing memory and perceptual abilities. It is recommended that IQ and achievement tests be used to identify twice-exceptional students. In developing a curriculum, teachers are urged to individualize the learning tasks for all students so that students' gifts are developed along with compensatory methods to work around their disabilities. (Contains 21 references.) (CR)
National Research Center on the Gifted and Talented, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007; Tel: 860-486-4676; Fax: 860-486-2900.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.
Grant or Contract Numbers: N/A