Identification and assessment of gifted students with learning disabilities

Theory Into Practice, Spring, 2005 by Lilia M. Ruban, Sally M. Reis

More is known about the characteristics and needs of gifted students with learning disabilities today than in the past, as more educators understand that children with high potential can simultaneously struggle with academic tasks at school. However, many of these students are not identified as requiring services, and if they are, it is for only 1 exceptionality. This absence of knowledge about the consequences of the coincidence of gifts and disabilities has resulted in misidentification and minimal services for many students. In this article, current identification and assessment practices are reviewed within a framework of a broadened view of giftedness; connections are made between identification and assessment, and the provision of appropriate interventions. The authors contend that a scholarly exchange of ideas in the fields of learning disabilities and giftedness can enable researchers and practitioners to discuss the best ways to translate research into practice to find the most appropriate methods to identify students with dual exceptionalities.

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IN A RECENT VOLUME of research on students with both gifts and learning disabilities (gifted/LD), Baum (2004) summarized the major questions in the field of gifted education during the last 30 years. These include whether students can be both gifted and learning disabled, the characteristics these students exhibit, how they can be appropriately identified, and how educators can appropriately meet their needs. Many researchers understand that academically talented children can simultaneously struggle with academic tasks at school (e.g., Baum, Cooper, & Neu, 2001; Baum & Owen, 2004). The origins of the belief that students with gifts and talents could also have learning disabilities began a quarter century ago with the seminal work by Maker (1977) who suggested an unexplored and provocative area of research on a special population of students initially referred to as "gifted handicapped." Maker's book added a new dimension to the idea that students can simultaneously have gifts, talents, and disabilities, and her pioneering concept of gifted handicapped, or twice-exceptional children, resulted in a line of inquiry devoted to this important topic.

Researchers currently know more about the characteristics and needs of gifted students with learning disabilities; however, disagreements exist about how these students can be appropriately identified (McCoach, Kehle, Bray, & Siegle, 2004; Olenchak, 1994; Reis & Ruban, 2004). For instance, the concept of masking and the use of profile analysis have been challenged, and a potential disappearance of the discrepancy formula from the proposed 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) will result in debate about the viable alternatives for identifying gifted/LD students. Areas of consensus exist as well as others that require further work. On a positive side, many educators and professionals believe in the importance of capitalizing on strengths and minimizing weaknesses. As increasing numbers of researchers continue to make a compelling argument for adopting a broadened definition of giftedness beyond the traditional IQ-based definition (Gardner, 1993; Renzulli, 1986; Sternberg, 1997), a stronger need exists to align the broader view of giftedness with the provision of appropriate services for students with diverse gifts and learning disabilities.

In this article, current identification and assessment practices are reviewed within the framework of a broadened view of giftedness and a link is drawn between identification, assessment and the provision of appropriate interventions for this unique student population. Promising approaches for solving problems in this area are described and a framework for current identification and assessment procedures related to gifted students with learning disabilities is briefly discussed.

Definitions of Giftedness, Learning Disabilities, and Gifted/LD

Many current theorists define conceptions of giftedness in terms of multiple qualities, conceding that aptitude or IQ scores are not synonymous with giftedness and are, therefore, inadequate measures of giftedness. For example, motivation, self-concept, and creativity are often included in many of these broadened conceptions of giftedness and the role of culture is often discussed as interwoven with giftedness (Sternberg & Davidson, 1986). One of the most popular broadened conceptions of giftedness developed by Renzulli (1986) includes three interlocking clusters of above average ability, creativity, and task commitment. One authoritative definition of learning disability adopted in the federal regulations of the U.S. Office of Education (USOE, 1977) explained

   "Specific learning disability" means a disorder in
   one or more of the basic psychological processes involved
   in understanding or in using language, spoken
   or written, which may manifest itself in an imperfect
   ability to listen, think, speak, read, write,
   spell, or to do mathematical calculations. The terms
   includes such conditions as perceptual handicaps,
   brain injury, minimal brain dysfunction, dyslexia,
   and developmental aphasia. The term does not include
   children who have learning problems which
   are primarily the results of visual, hearing, or motor
   handicaps, or mental retardation, or emotional disturbance,
   or environmental, cultural, or economic
   disadvantage. (USOE, 1977, p. 65083)