A student who is twice-exceptional often functions at a high intellectual level, A student who is twice-exceptional often functions at a high intellectual level,

but has a “specific academic deficit coupled with an executive processing but has a “specific academic deficit coupled with an executive processing

deficit”. deficit”. (Van Tassel-Baska, 1991, p. 246)(Van Tassel-Baska, 1991, p. 246)

These students can be grouped into three categories:These students can be grouped into three categories:

1. An identified gifted student who has an unidentified learning disability. 1. An identified gifted student who has an unidentified learning disability.

2. A student with an identified learning disability who is also gifted.2. A student with an identified learning disability who is also gifted.

3. An unidentified student whose gifts and disabilities may be masked by average 3. An unidentified student whose gifts and disabilities may be masked by average

achievement.achievement.(Baum, 1991)(Baum, 1991)

RADAR RADAR RADAR RADAR RADAR RADAR RADAR RADAR RADAR

Gifted students with disabling conditions Gifted students with disabling conditions

remain a major group of remain a major group of

underservedunderserved and and under-stimulatedunder-stimulated youth. youth. (Cline, 1999)(Cline, 1999)

Giftedness and disabilities canGiftedness and disabilities can““mask”mask”

each other and can cancel each each other and can cancel each other out and often students other out and often students

compensate for their disability!compensate for their disability!(Winebrenner, 2003)(Winebrenner, 2003)

1.1. May show an inability to persevere in the accomplishment of goals.May show an inability to persevere in the accomplishment of goals.

2.2. May demonstrate a general lack of self confidence or low self-esteem.May demonstrate a general lack of self confidence or low self-esteem.

3.3. May exhibit confusion as they struggle to understand why they can May exhibit confusion as they struggle to understand why they can

know an answer but are not able to say it or write it correctly, which know an answer but are not able to say it or write it correctly, which

may create social and emotional difficulties for students.may create social and emotional difficulties for students.

4.4. May have a tendency to experience intense frustration with difficult May have a tendency to experience intense frustration with difficult

tasks that may produce a general lack of motivation.tasks that may produce a general lack of motivation.

5.5. May experience feelings of learned helplessness.May experience feelings of learned helplessness.

(Winebrenner, 2003)

1. Teach students how to set realistic short-term goals and to take credit for reaching those goals, even if they represent only a partial amount of the entire

task.

2. Differentiate the curriculum to meet their needs.

3. Work collaboratively with support teachers

available in the school.

4. Consider providing specific instruction in organizational techniques.

5. If necessary use technology that will improve the student’s productivity.

6. Make modifications to teaching and assessing. For example, allow students to

take tests in a separate area so they can either read the test aloud or have

someone else read it to them.(Colbert & Reil, 2004)

ReferencesReferences

• Baum, S. (1994). Meeting the needs of gifted/learning disabled students. The Journal of Secondary Gifted Education, 5(3), 6-16.

• Cline, S., & Schwartz, D. (1999). Diverse Populations of Gifted Children. NJ: Merrill.

• Colbert, R., & Reil, S. M. (2004). Counselling Needs of Academically

Talented Students with Learning Disabilities. The American School Counselor Association: Professional School Counselling, 8 (2), 156-167.

• Van Tassel-Baska, J. (1991). Gifted Education in the Balance: Building Relationships With General Education. Gifted Child Quarterly, 35(1), 20-25.

• Winebrenner, S. (2003). Teaching Strategies for Twice-Exceptional Students. Intervention in School and Clinic, 38 (3), 131-137.