Learning DisabledGifted Students

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Learning Disabled/Gifted Students

• By Amanda Scheid

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Project Overview
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Definitions

• Learning Disabled/Gifted (LD/G) -
• Due to a specific learning disability, students
  are not achieving up to their potential despite
  the fact they demonstrate high ability or gifted
  behavior (Baum, Cooper, Neu, 2001)
• Perceived to have very high potential but are not
  currently doing well (Walter-Thomas Brownell,
  1999)
• Exhibit remarkable talents or strengths in some
  areas and disabling weaknesses in others (Baum,
  1990)

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Key Terms

• Dual Differentiation meeting the needs of
  students who exhibit two contradictory sets of
  learning characteristics by creating a balance
  between nurturing strengths and compensating for
  learning deficits
• Accommodation changes in how a student accesses
  information and demonstrates learning.
• Modifications- changes in what a student is
  expected to learn

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Personal Relevance

• I want to be prepared to work effectively with
  LD/G students
• LD/G students will be placed into the general
  education setting
• I have an interest in the field of Special
  Education
• Students go unidentified

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Relevance to Teachers

• LD/G students may be in your classroom
• Every LD/G student is different
• Students go unidentified
• Achieving at an average or below average, their
  high abilities are masked by learning
  difficulties, or their learning disabilities are
  hidden by high cognitive abilities (LaFrance,
  1994)
• Special training may be needed to teach LD/G
  students

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Relevance to Teachers

• Accommodation and Modification are KEY
• Teachers need to learn to maximize a students
  gift in order to help the learning disability or
  deficit
• Use various teaching methods
• Many LD/G students are put in remediation, which
  only hurts their development
• Instead, provide curriculum that develops their
  special talents and provides strategies to
  compensate for problematic weaknesses

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Relevance to Teachers

• LD/G students self-image can be damaged because
  they know that they are intelligent but do not
  achieve
• Provide a nurturing environment that helps the
  student feel accepted and valued as an individual
  
• Create a learning environment that maintains high
  expectations, instills high hopes in each learner
  to become a pro at his or her talent, and results
  in success

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Teaching Strategies

• The following strategies are for LD/G students
  placed primarily in general education (Nielson,
  2002)
• Enhancing giftedness
• Curriculum that recognizes many gifts and
  multiple intelligences and learning styles
• Focuses on critical thinking
• Allow for self-directed programs
• Allow in-depth exploration or interest areas
• Modify assignments and product so students gifts
  and abilities can be demonstrated

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Teaching Strategies

• Social and Emotional Strategies
• Provide an emotionally safe environment
• Enhance and build on leadership skills
• Develop students collaboration skills
• Behavior Management Strategies
• Provide assignment-management plans
• Avoid competition
• Arrange private time to discuss behaviors with
  student
• Provide clear expectations
• Provide students with acceptable ways to show
  creativity without disrupting the classroom

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Teaching Strategies

• Compensation Strategies for Academic Problem
  Areas
• Allow test to be taken in a quiet setting
• More time is given for tests
• Use graphic organizers
• Point out reversal or transpositions of letter
  and number instead of counting wrong
• Break down assignment
• Allow more time to complete reading
• Avoid excessive use of worksheets
• Accompany oral directions with written directions

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What Will I Do?

• I will use the research and teaching strategies
  to help me differentiate instruction.
• I will communicate with parents of LD/G students.
• I will use the resource room for materials and
  ideas.
• I will participate in professional workshops to
  further educate myself on teaching LD/G students.

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References

• Baum, S. (1990). Gifted but Learning Disabled A
  Puzzling Paradox. ERIC Digest.
• Baum, S., Cooper, C. Neu, T. (2001). Dual
  Differentiation An Approach for Meeting the
  Curricular Needs of Gifted Students with
  Learning Disabilities. Psychology in the
  Schools, 38(5), 477- 490.
• Bireley, M. Languis, M. (1992). Physiological
  Uniqueness A New Perspective on the Learning
  Disabled/Gifted Child. Roeper Review, 15(2),
  101- 106.

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References (cont.)

• LaFrance, E. (1994). An Insiders Perspective
  Teachers Observations of Creative Thinking in
  Exceptional Students. Roeper Review, 16(4),
  256-257.
• Nielson, M. (2002). Gifted Students with Learning
  Disabilities Recommendations for Identification
  and Programming. Exceptionality, 10(2), 93-111.
• Walter-Thomas, C. Brownell, M. (1999). Mara
  Sapon- Shevin Implications for Students and
  Teachers of Labeling Students as Learning
  Disabled/Gifted. Intervention in School
  Clinic, 34(4), 244-247.