Identification and assessment of gifted students with learning disabilities

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

An increasing number of researchers and practitioners support the idea that the point at which a talented student with LDs has been identified should be regarded as the beginning rather than the end of the assessment process. Recent trends in moving toward broader conceptions of giftedness and intelligence have stimulated an important paradigm shift in approaches that link identification and assessment to interventions (Baum & Owen, 2004; Sternberg & Grigorenko, 2004). Perhaps it is this disconnect between identification, assessment, and link to interventions that can be effectively addressed using the talent pool approach suggested in the Schoolwide Enrichment Model (SEM; Renzulli & Reis, 1985, 1997). Research indicates that identification of academically talented students with learning disabilities is problematic, but in research conducted, this approach has emerged as a successful method of identification of this population (e.g., Baum, Owen, & Dixon, 1991; Olenchak, 1995). According to Robinson (1999), "Renzulli's model of talent development (Renzulli, 1977) and a theory of how to foster creative productivity (Renzulli, 1992) are particularly useful in developing an instructional approach that meets the needs of children who are gifted and have LD" (p. 195).

In the SEM, a talent pool of 15-20% of above-average ability and high-potential students is identified through a variety of measures including: achievement tests, teacher nominations, assessment of potential for creativity and task commitment, as well as alternative pathways of entrance (self-nomination, parent nomination, etc.). High achievement test and IQ test scores automatically include a student in the talent pool, enabling those students who are underachieving in their academic schoolwork to be included. Once students are identified for the talent pool, they are eligible for three services. First, interest and learning styles assessments are used with talent pool students and various methods are used to create or identify students' interests and to encourage students to further develop and pursue these interests in various ways. This information, which focuses on strengths rather than deficits, is compiled into a Total Talent Portfolio (Purcell & Renzulli, 1998) used to make decisions about talent development opportunities. Second, curriculum modification can be provided to all eligible students for whom the regular curriculum is modified by eliminating portions of previously mastered content. A form, entitled the Compactor (Renzullis & Smith, 1978), is used to document the content areas that have been compacted and what alternative work has been substituted. Third, three types of enrichment experiences are offered, based on the theoretical approach underlying the SEM, the Enrichment Triad Model (Renzulli, 1977; Renzulli & Reis, 1985, 1997). The goal is to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest.