Gifted students with learning disabilities: implications and strategies for school counselors

Professional School Counseling, Oct, 2001 by Adriana G. McEachern, Javier Bornot

Gifted students with learning disabilities can be grouped into three categories: (a) identified gifted students with subtle learning disabilities; (b) unidentified students who struggle to maintain average achievement; and (c) identified students with learning disabilities who are later discovered to be gifted (Baum, 1990). Conservative estimates indicate that between 2% and 10% of all children enrolled in gifted programs have learning disabilities (Dix & Schafer, 1996). The students who maintain average achievement often go unnoticed and are the ones who discover later in life, usually in college, that they have learning disabilities (Baum, 1990). Approximately 41% of gifted students with learning disabilities are not diagnosed until college (Ferri, Gregg, & Heggoy, 1997).

Additionally, difficulties identifying gifted students with learning disabilities are compounded in the primary grades because students are often able to compensate for their disability (Norton, 1996). Elementary age students may demonstrate higher-order thinking skills and contribute to class discussions but fail to submit written assignments (Tallent-Runnels & Sigler, 1995). They may be performing at acceptable levels initially; however, they may begin to falter in the secondary grades as the task demands increase, and they are no longer able to compensate for their disability with their giftedness (Tallent-Runnels & Sigler, 1995).

The effects of misdiagnosis for these students can be quite severe. An unidentified or misdiagnosed student will not be able to benefit from much-needed special instruction. Furthermore, students who qualify for one program should not necessarily be excluded from the other (Brody & Mills, 1997). For example, a student could score a full scale IQ of 130 or higher on the WISC III, but have achievement test scores that differ by more than 1.5 standard deviations. This student may qualify for a gifted program but may also need special educational programming for the learning disability. Special instruction in both areas of giftedness and learning disability must be provided. Without appropriate diagnosis and placement, the discrepancy between achievement and intelligence may not be reduced and may result in low self-esteem, boredom, anxiety, disruptive behavior, and poor social acceptance for these students (Norton, 1996).

Even when properly identified and diagnosed, some state policies do not permit school districts to be reimbursed twice for one student, and many of these students fail to qualify for multiple services (Brody & Mills, 1997; Fox, Brody, & Tobin, 1983). Furthermore, few school districts have dedicated programs for this under-served population, and those that are successful provide intensive and consistent interventions over extended periods (Gallagher, 1997; Johnson, Karnes, & Carr, 1997). One effective, dedicated program is an adaptation of Renzulli's, "Enrichment Triad Model" (Baum, 1988). This program provided opportunities for students to learn new information and develop academic skills by participation in cooperative, small-group learning activities based on their interests and academic strengths. It required the use of a district resource room, a teacher, an intern, a university professor, a museum curator, several consultants, and a computer mentor. After studying seven students identified as gifted with learning disabilities who participated in this program, Baum (1988) concluded that the program was successful, with only one student failing to complete a project, and with most students, teachers, and parents reporting improved academic achievement in other areas. While it is clear that such integrated, holistic, and challenging programs are needed, the usefulness of these programs are often hindered by costs, which are likely to be prohibitive for nearly all school districts (Gallagher, 1997; Johnson et al., 1997).