Adams, R.R. (1986) Case study: The gifted child with learning problems. Gifted Education International, 4, 21-23.

"This case study explores the needs of a gifted child in the third grade who was having school problems and, who, despite his high intelligence, was threatened with retention in his grade. ... Testing procedures are discussed and programmic suggestions are outlined." (p.21)

 

Bailey, S. & Sinclair, R. (1992) Out of sight but not out of mind. Gifted Education International, 8 (2), 114-116.

"This paper outlines a case study of a gifted learning disabled youth. Aspects of his schooling, his family support and encouragement, and his own task commitment are discussed as factors related to his being able to transcend his disability to a large extent. Implications beyond this case study are suggested." (p.114)

 

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

"There are three varieties of students who could be identified as gifted/learning disabled: (1) identified gifted students who have subtle learning disabilities; (2) unidentified students whose gifts and disabilities may be masked by average achievement; and (3) identified learning disabled students who are also gifted." (p.10)

 

Baum, S. (1988) An enrichment program for gifted learning disabled students. Gifted Child Quarterly, 32 (1), 226-230.

"The pilot program for gifted learning disabled students demonstrated the short term positive effects of providing an enrichment program based on the Enrichment Triad Model. Learning behaviors, time on task, and motivation showed marked improvement when the students selected their own interest area, became personally involved with their product, and were directed toward a goal." (p.229)

 

Baum, S. (1984) Meeting the needs of learning disabled gifted students. Roeper Review, 7 (1), 16-19.

"A rationale is given for providing enrichment activities within the framework of a gifted program. Identification strategies are discussed. Program ideas using the Enrichment Triad Model are offered." (p.16)

 

Baum, S. & Kirschenbaum, R. (1984) Recognizing special talents in learning disabled students. Teaching Exceptional Children, 16 (2), 92-98.

A case study of a boy who revealed his talent through photography. Recommends Renzulli's Enrichment Triad Model both for identification and for bridging the gap between in-school and out-of-school behaviour.

 

Baum, S.M., Olenchak, F.R. & Owen, S.V. (1998) Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42 (2), 96-104.

'As the frequency of school disabilities attributed to attention deficits continues to soar, there are increasing reasons to believe that many bright youngsters claimed to suffer from ADHD and other problems of concentration may be misdiagnosed. The result of treating one circumstance (giftedness) as if it were another (attention problems), or of failing to serve the gift in lieu of remedying the weakness, may produce far greater academic, social, and emotional problems than those related to ADHD. ... Caution must be taken to consider aspects of each student's case individually and to formulate a course of action based on the broadest array of options that allow for multiple hypotheses. Otherwise, educators and parents take the risk of discouraging that which should be nurtured and of de--emphasizing that which deserves accentuation. To conclude that all students who satisfy certain diagnostic criteria alone ipso facto suffer from attention disabilities is tantamount to ignoring individuality.' (p.103)

 

Baum, S.M., Owen, S.V. & Dixon, J. (1991) To Be Gifted & Learning Disabled. Mansfield Center: Creative Learning Press. (Q371.952/B347t)

Comprises 9 chapters covering three major aspects: 'Who are the gifted learning disabled?', 'Theoretical perspectives' and 'Practical considerations'. Several case study examples are included. See pp.85-87 for an example of a unit for GLD students based on Renzulli's Enrichment Triad Model.

 

Boodoo, G.M., et al. (1989) A survey of procedures used for identifying gifted learning disabled children. Gifted Child Quarterly, 33 (3), 110-114.

"This research focuses om the problems involved in identifying the child who is both gifted and learning didabled (GLD). The state of the art is demonstrated by surveying procedures in use in Texas by special education and gifted programs. Results from the survey yield characteristics of GLD children that are consistent with observations in the literature." (p.110)

 

Chorlton, M. (1997) Giftedness and attention deficit disorder: How trait similarity can lead to misdiagnosis. Agate, 11 (2), 21-27.

"First, this article examines past research on the prevalence of behavioral problems among the gifted and examines some reasons why behavioral problems are scarce. Second, this article will compare the characteristics of the child with ADD or ADHD ... and the gifted child and explore ways in which characteristics of the gifted child may result in a misdiagnosis of ADD/ADHD and vice versa." (p.21)

 

Doolan, A. (1994) The GLD beast. TalentEd, 47, 4-8.

"This article is inspired by a miraculous event." (p.4) Describes a case study from an Australian school and discusses definitions, characteristics, and identification.

 

Eales, C. (1997) Attention deficit disorder? Gifted, 98, 15-16.

Discusses the nature and treatment of ADD, warning that drug therapy may sometimes be used inappropriately.

 

Freed, J. (1996) Teaching right: Techniques for visual-spatial gifted children. Understanding Our Gifted, 8 (3), 3, 16-19, 21.

"I'm working with Lydia, a gifted teenager, who was referred to me because of a spelling deficit so severe that a word processor's spell-check program was no help to her. ... When Lydia discovered that she could spell beautifully through visualization, she was ecstatic and began to see possibilities of using visualization not only for spelling but for other academic pursuits as well." (p.17)

 

Gough, J. (1981) Diagnosing giftedness in a school beginner: A case study of apparent disability in a highly able child. Australian Journal of Remedial Education, 13 (1), 19-23.

Points out that "a large number of the children we deal with as 'remedial' are in fact extremely able, at least according to standardised tests of ability and intelligence, yet for a variety of reasons they are disabled or unable to live up to their ability." (p.19)

 

Gunderson, C.W., Maesch, C. & Rees, J.W. (1987) The gifted/learning disabled student. Gifted Child Quarterly, 31 (4), 158-160.

Discusses the identification and the characteristics of gifted/LD students.

 

Hannah, C.L. & Shore, B.M. (1995) Metacognition and high intellectual ability: Insights from the study of learning-disabled gifted students. Gifted Child Quarterly, 39 (2), 95-109.

"This study offers empirical support for the importance of metacognition in giftedness baseds on the performance of 48 school-identified learning-disabled gifted, gifted, learning-disabled, and average-performing boys in Grades 5/6 and 11/12 on assessments of metacognitive knowledge, metacognitive skill on a think-aloud error-detection reading task, error detection, and comprehension .... Metacognitive performance of the learning-disabled gifted students resembled that of the gifted sample more than that of the learning-disabled sample." (p.95)

 

Henry, R. (1994) Help children with GLD turn despair into strong self esteem. Gifted, 82, 15-16.

Cites examples from history and from personal clinical observations to discuss the nature of GLD and some of the consequences.

 

Hishinuma, E.S. (1991) ASSETS School: Serving the needs of the gifted/learning disabled. The Gifted Child Today, 14 (5), 36-38.

"With the somewhat overwhelming responsibility of meeting the total needs of the gifted and/or learning disabled, and especially for students who were not successful at their last school placement, an 'integrated' approach in inevitably required." (p.37)

 

Howard, J.B. (1994) Addressing needs through strengths. Journal of Secondary Gifted Education, 5 (3), 23-34.

"This article describes five instructional strategies that hold particular promise for gifted learning disabled students. Emphasizing the importance of addressing the strengths as well as the needs of this population, the author has selected strategies which capitalize on the particular abilities of G/LD students." (p.23)

 

Humphrey, J.H. (1990) Helping Learning-Disabled Gifted Children Learn Through Compensatory Active Play. Springfield: Charles C. Thomas. (371.95/H926h)

"The distinctive theme of this book is that carefully selected compensatory active play experiences - active games, rhythmic play, and self-testing play - can be used as learning to learn experiences for gifted children with learning disabilities." (p.v)

 

LaFrance, E.B. (1995) Creative thinking differences in three groups of exceptional children as expressed through completion of figural forms. Roeper Review, 17 (4), 248-252.

"Since children who are both gifted and learning disabled (gifted/LD) are difficult to recognize, this research refines the criteria for identification by illustrating where their creative thinking, as expressed through completion of figural forms, is similar to that of the gifted and where it is similar to that of children who are learning disabled." (p.248) "It was only after administering tasks which required creative thinking that potential strengths were identified in many of the students." (p.251)

 

McGuire, K.L. & Yewchuk, C.R. (1996) Use of metacognitive reading strategies by gifted learning disabled students: An exploratory study. Journal for the Education of the Gifted, 19 (3), 293-314.

"The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles." (p.293)

 

Mendaglio, S. (1995) Children who are gifted/ADHD. Gifted Child Today, 18 (4), 37-38, 40.

"My main concern with gifted children who are diagnosed as ADHD is with their emotional experience. ... My hope is that readers will be influenced by this discussion to look beyond the labels, aggressiveness, or noncompliance and look for clues indicating the emotional turmoil that these children and adolescents may be experiencing." (p.40)

 

Moon, S.M. & Dillon, D.R. (1995) Multiple exceptionalities: A case study. Journal for the Education of the Gifted, 18 (2), 111-130.

"This study investigated an eleven-year-old boy with multiple exceptionalities. The participant was verbally gifted, learning-disabled in math, and health-impaired. Because of his health impairment, he had received home-bound instruction throughout his elementary school years and had had little contact with formal schooling. Using qualitative research methods, the investigators explored the participant's learning characteristics and educational experiences. Implications of Alec's story for the identification and education of gifted children with disabilities are discussed." (p.111)

 

Nielsen, M.E., Higgins, L.D., Wilkinson, S.C. & Webb, K.W. (1994) Helping twice-exceptional students to succeed in high school. Journal of Secondary Gifted Education, 5 (3), 35-39.

In particular, see Figure 2, 'Samples of modifications to the general education program for twice-exceptional high school students'. Outlines the three major components of the pilot program in the Albuquerque Public School District.

 

Olenchak, F.R. (1994) Talent development. Journal of Secondary Gifted Education, 5 (3), 40-52.

"Using student cases and a review of literature as a foundation, this exploration advocates the development of individual student talent as a philosophical theme for schools to accommodate the social and emotional needs among gifted/learning disabled youth. Descriptions of several educational innovations and reform components, likely to enhance talent development, are included as additional means for examining the critical relationship between self-esteem and academic success." (p.40)

 

Peer, L. (1995) Gifted people with dyslexia. TalentEd, 50, 24-26.

Written by the Director of the British Dyslexia Association, this article discusses the literature on learning disabilities and gifted people and refers to his own research.

 

Reis, S.M. & Neu, T.W. (1994) Factors involved in the academic success of high ability university students with learning disabilities. Journal of Secondary Gifted Education, 5 (3), 60-74.

"The importance of a learning disability specialist emerged as a critical factor in the academic success of the participants in this study who reported that learning specialists helped them to succeed by providing learning and time management strategies, and by directing participants to a variety of on-campus resources." (p.60)

 

Silverman, L. (1994) Invisible gifts, invisible handicaps. Gifted, 82, 7-11, 20.

Discusses 'subtest scatter', 'spatial strengths & sequential weaknesses', 'paradoxical learners', 'the importance of discrepancies', 'auditory sequential processing dysfunction', 'selection for gifted programs' and 'specific strategies for success'. "The problem is that when two exceptionalities exist in one child they tend to mask one another so that neither the giftedness nor the disability is immediately evident." (p.7)

 

Swesson, K. (1994) Helping the gifted / learning disabled. Gifted Child Today, 17 (5), 24-26.

"Many gifted / learning disabled adults relate feelings of confusion and frustration in school because they did not comprehend the nature of their learning disability and/or their giftedness." (p.26) Emphasises the importance of developing a realistic self concept.

 

Tallent-Runnels, M.K. & Sigler, E.A. (1995) The status of the selection of gifted students with learning disabilities for gifted programs. Roeper Review, 17 (4), 246-248.

"This study examined whether gifted students in Texas who had learning disabilities were being identified for gifted programs. Results from a survey of gifted program coordinators (n=388) demonstrated that few school districts (n=75) reported selecting gifted children with learning disabilities for gifted programs. However, districts that did modify their selection process in order to include these children as well as school districts that identified more than 5% of their students for gifted programs were the most likely to include children with learning disabilities." (p.246)

 

Williams, K. (1988) The learning-disabled gifted: An unmet challenge. The Gifted Child Today, 11 (3), 17-18.

Includes nine recommendations - e.g. "Encourage these children to excel in the areas in which they are capable. Do not punish them for failure in one area by not allowing them to go to art class, the science fair, an athletic competition, or the gifted program." (p.18)

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