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Learning Disabilities of Gifted and Talented Children Essay Example

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Learning Disabilities of Gifted and Talented Children

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Learning Disabilities of Gifted and Talented Children. The second kind of these students is that in which the students’ learning disabilities are known but their giftedness is unrealized. So this kind is the opposite of the first kind. The population of this kind of students with dual exceptionality is larger than that of the first kind. Baum (1985 cited in Brody and Mills, 1997) conducted a research and found this kind of students to be 33 per cent of the total number of students with learning disabilities. The intellectual abilities of these students are underestimated because of their poor performance in the IQ tests or inadequate assessment of the teachers. These students are not fortunate enough to be referred for the gifted services because their giftedness is never realized.

  The third kind of students with dual exceptionality is the largest in population. These are the students whose abilities and disabilities cover each other. The students of this kind are educated in the general classrooms and are deemed unsuitable for the services prescribed to the students with learning disabilities or giftedness. These students are thought to possess average abilities. Despite the fact that the magnitude of performance of these students is considerably lower than it can potentially be, they perform good enough to pass and are hence promoted. However, as the level of difficulty of the education increases, these students start to be recognized for their learning disability, though the recognition for the giftedness is often a rare case. Experts have conventionally defined and interpreted the learning disabilities in different ways. Most experts have approved of the possibility of the co-occurrence of learning disabilities and the giftedness since no ultimate level of either of the two has been benchmarked in the past. The issues of defining the learning disabilities can be understood well with the review of the operational definitions made by Swanson (1991 cited in Brody and Mills, 1997). In his review, Swanson has discussed the issues including but not limited to specificity, discrepancy and exclusion. Learning Disabilities of Gifted and Talented Children.

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Brody, L. E., and Mills, C. J. (1997). Gifted Children with Learning Disabilities: A

Review of the Issues. Retrieved from http://www.ldonline.org/article/5914/.

Coleman, M. R. (2006). Academic Strategies That Work for Gifted Students With

Learning Disabilities. Teaching Exceptional Children. 38(1): 28-32.

Kennedy, K. Y., Higgins, K., and Pierce, T. (2002, Sep.). Collaborative partnerships

among teachers of students who are gifted and have learning disabilities. Intervention in School and Clinic. 38(1): 36-49.

Lovett, B. J., and Lewandowski, L. J. (2006). Gifted Students With Learning Disabilities:

Who Are They? Journal of Learning Disabilities. 39(6): 515-527.

Reis, S. M., and Ruban, L. (n.d.). Services and Programs for Academically Talented

Students with Learning Disabilities. Theory into Practice. 44(2): 148-159.

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