Running head: UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

Understanding Gifted Students with Disabilities

Jennifer Carfora Scott
Salem College

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

Understanding Gifted Students with Disabilities

Gifted students with learning disabilities are a unique subgroup who demonstrate both
superior intellectual ability and specific learning problems. Also known as twice exceptional
and dually exceptional, gifted students with a learning disability (LD) have cognitive,
psychological, and academic needs that appear distinct from those of either gifted populations or
those with LD (Crawford & Snart, 1994). Students with dual exceptionalities fall into two
categories: (1) students with slight disabilities in which their giftedness out shines the disability
and (2) students whose disabilities are so great that it out shines their giftedness.
When educators first began to realize that there were children who showed evidence of
having a learning disability (LD) yet also appeared to be gifted, many viewed this as
contradictory. The stereotype that had been recognized since 1925 was that gifted children score
high on intelligence tests and perform well in school. How could a child be considered gifted
who has serious enough learning problems to be characterized as having a learning disability
(Brody & Mills, 2012)? In 1981 a conference was held at The Johns Hopkins University that
gathered experts from the fields of both learning disabilities and giftedness to consider this issue.
At the time, interest in meeting the needs of gifted and talented students, as well as students
with learning disabilities, was evident on many levels, but students who exhibited the
characteristics of both exceptionalities had received little notice (Brody & Mills, 2012, para.4).
The participants agreed that students who are gifted and also have learning disabilities do, in
fact, exist but are often overlooked when students are assessed for either giftedness or learning
disabilities. The conference helped to establish students who are gifted but also have learning
disabilities as a population with special characteristics and needs (Fox, Brody, & Tobin, 1983).
There are a lot of people who have exceptional ability in some academic areas and significant

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

learning difficulties in other areas. Educators use a special name to describe students who qualify
for gifted programs as well as special education services. These children are referred to as
twice-exceptional learners or 2e.
Twice-Exceptional and Easily Overlooked
It is estimated that there are hundreds of thousands of twice-exceptional learners in U.S.
schools. But there are no hard numbers because so many of these students are never formally
identified as being gifted, having a disability, or both (Fox, Brody, & Tobin, 1983). Twiceexceptional children tend to fall into one of three categories:

Students whose giftedness masks their learning and attention issues. Some children
score high on IQ tests, but may not perform well in AG classes. These students use their
exceptional abilities to try to compensate for their weaknesses. As these children get older
they may be seen as underachievers or lazy as they will most likely fall behind in class.

Students whose learning and attention issues mask their giftedness. Learning and
attention issues can affect performance when it comes to testing. An example of this
would be a text that requires language skills, and a child who is challenged with this, but
is still AG. Once the scores come back with a disability in language skills, that child
would be placed in special education classes, where he or she may become bored and
possibly act out because he or she is not being challenged enough. Some of these children
are identified, wrongly, as having emotional problems.

Students whose learning and attention issues and giftedness mask each other. These
kids may appear to have average ability because their strengths and weaknesses cancel
each other out. This may create a problem because these students may not qualify for
gifted programs or for special education programs.

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

Perhaps the largest group of students are those whose abilities and disabilities mask each other;
these children sit in general classrooms, unable to receive services provided for students who are
gifted or have learning disabilities, and are considered to have average abilities.
Because these students typically function at grade level, they are not seen as having
problems or special needs, nor are they a priority for schools on tight budgets. Although
these students appear to be functioning reasonably well, they are, unfortunately,
performing well below their potential. (Brody & Mills, 2012, para.7)
As this child grows older and academic issues start to arise, the child is usually noted for his or
her LD rather than AG.
Markers of the Combination of Giftedness and LD are as follows. These markers provide distinct
behavioral and emotional outgrowths of both giftedness and LD (Nielsen, Higgins, Wilkinson, &
Webb, 1994).

Poor memory of facts, but excellent comprehension

Prefers challenging materials; easily distracted

Lacking self-regulation & goal setting strategies

Boredom with memorization tasks; often disorganized

Difficulty reading, spelling or writing; excellent language skills

Skilled in manipulation; poor interpersonal skills

Low performance on simple tasks; excels in complex tasks

Able to concentrate for long periods of time on topic of interest; inability to control
attention if disinterested

Strong sense of humor; improper use and time of use

Identifying Twice-Exceptional Students

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

Federal law protects students with disabilities. School districts are required to look for
children with disabilities and provide special education to those who qualify for it. Gifted
education is different, it has no federal requirement and the AG programs are made at the state
and local level. Few states specify what these services should be and which talents should have
focus. This is often left up to individual school districts and funding for gifted services can vary
from district to district. Identifying twice-exceptional students tends to be a low priority. Often
it takes a proactive parent to push for testing for both giftedness and learning /attention issues.
But sometimes teachers are the first to raise the possibility (Brody & Mills, 2012, para.7). Early
identification of twice exceptional students is crucial. Many students that fall into this category
are not identified until high school or college when their work load increases in difficulty.
Through the early part of their education, these students may appear to be functioning normally,
but well below their potential. Social/emotional consequences of having undetected dual
exceptionalities could place the student at serious risk.
Students who are both gifted and have a specified LD exhibit remarkable talents in some
areas and disabling weakness in others (Baum, 1990). Students with dual exceptionalities are
high-ability students, thus masking their LD with giftedness, yet the LD tends to suppress ability
and achievement test scores, thus making identification of giftedness problematic. Gifted/LD
students tend to fall behind in maturity levels, both socially and emotionally, in comparison to
peers. Many characteristics such as, behavioral issues and ADHD, are common misdiagnosis for
dual exceptional students.

Signs to Look For in a Twice-Exceptional Learner

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

The child could have extraordinary talent in a particular area, such as, math, verbal
communication, music, or art. This child will most likely also have a huge gap between
performance in school and performance in aptitude tests. Twice-exceptional learners also exhibit
processing disorders, which is when someone has trouble following spoken directions or stories
that are read aloud. They tend to generalize their feelings of academic failure to an overall sense
of inadequacy (Baum, 1990, para.6). These students tend to act out in class, be disruptive to other
peers, complain of aliments to avoid work, are often off task, exhibit frustrations, daydream, and
use their creative abilities to manipulate situations to their advantage (Baum, 1990). Educators
need to be aware of the characteristics for gifted students with learning disabilities so that they
are not labeled incorrectly and harmfully. It is very important that these children have both their
disability and gift attended to.
There is not a special test that can provide an answer to identifying a twice-exceptional
child. It is suggested that parents contact their childs school to find out avenues for determining
giftedness and LD issues. In order for school guidance professionals to make decisions like this,
they often observe students being tested in class and other settings, and assess the students
strengths and weaknesses. It may be helpful for parents and teachers to keep records of the
childs successes and struggles. The best thing to do is to be observant when there is a
discrepancy between how hard the child is studying and the grades the child is making (Owen,
2004, p.123-125). Gifted/LD behavior results from the interaction of high ability and a learning
disability that may create social and emotional difficulties as students struggle to understand why
they can know the answer, but are unable to explain/write it correctly (Teisco, 2008, pg.1).

Social and Emotional Challenges

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

Giftedness can add to the social and emotional challenges that often come along with
learning and attention issues. Twice-exceptional learners face issues with frustration, low selfesteem and social isolation. Frustration is common among students whose talents and learning
issues have gone unnoticed or have been partially addressed. These students have high goals and
they desire independence, yet they struggle to accept that they need help for learning and
attention issues. Like many gifted students, twice-exceptional learners may be striving for
perfection. Nearly all the students who participated in one study of giftedness and learning
disabilities reported that they could not make their brain, body or both do what they wanted to
do. No wonder these kids are frustrated! (Rowe, 2014, para.3). Low self-esteem is seen in
twice-exceptional students because they tend to lose confidence in their abilities or stop trying
because they start to believe that failure in inevitable. This kind of negative thinking can lead to
depression and social isolation. Social isolation is when these children feel that they do not fit
into one world or another. They may not have the social skills to fit in with one group of
students. This leads to these children wondering where they fit in, and most of the time they tend
to relate best to adults than kids their own age.
Ideally, early identification and appropriate intervention are recommended to help
prevent the development of the common social and behavioral problems that often come along
when the needs of a gifted child with learning disabilities are overlooked (Rowe, 2014).
Identification of talents and learning problems should continue throughout the school years.
Children's abilities and needs, as well as available services, change over time so that continuous
reevaluation is necessary. In particular, one should beware of rigid cutoff scores for program
participation that discriminate against students with the atypical profiles that characterize gifted
children with learning disabilities (Brody & Mills, 2012, para.4).

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

Students need a nurturing environment that supports the development of their potential.
An encouraging approach is recommended over implementing measures from a punitive
perspective. Teachers provide a nurturing environment when (Bracamonte, 2010, para.35):

They value individual differences and learning styles.

Student readiness, interests, and learning profile shape instruction.

Instruction includes activities for multiple intelligences.

Flexible grouping is used for instruction.

The development of student potential is encouraged.

Students are assessed in accordance with their abilities.

Excellence is defined by individual growth.

How to Help Children that are Twice-Exceptional

With the right supports and encouragement, twice-exceptional learners can flourish. First step is
to talk to the school. If there is suspect a child may be twice-exceptional, an appointment should
be set to speak with a counselor. Here concerns may be expressed and discussions can be offered
on types of tests at the school. If the child has already been identified as gifted, it is suggested
that he/she stays in the AG program, and then get tested for learning and attention issues. If the
school does determine that a child is twice-gifted it is important to use the annual goals in his/her
IEP to address weaknesses and nurture gifts. Be persistent and open to new ideas. Encourage the
student to spend time with children of similar interests and abilities. For parents, find out through
the school counselor if there are any other twice-exceptional students in the school, doing this
can help pin point the childs strengths and perhaps they may feel less isolated, also this connects
parents with other families with similar children. It is best to empower these children and help
them understand what their gifts and weaknesses are. Help them learn to cope with their mixed

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

abilities and reduce their frustration. (Rosen, 2014). With the proper backing, with love and
support, any child can move ahead and make the most of their gifts.
Tips for Teachers
For all teachers working with students in areas of giftedness the goal is finding the
importance of teaching students the way in which they learn best. Students realize that success
is possible when they use particular methods that make the most of their strengths and
compensate for their weakness (Teisco, 2008, pg.5). It is important that the giftedness does not
go unnoticed and unclaimed while attending to the students LD areas. Teachers can help
students by understanding the way twice exceptional students learn and foster success by
teaching the same ideals in different ways, and appreciating individual differences. It is
important to focus on concepts first and details second when working with children with dual
exceptionalities, connecting past learning to new concepts. It is helpful for teachers to model
organization techniques and help students to organize realistic goals. Teachers can provide
students with stimulation, such as visual and movement activities, to engage them in their
classroom strategies. Hard copies of lecture notes, or peer assisted note taking. Lesson plans and
assignments in advance, extended time for tasks or assessments, large print or dictated
tests/lessons, alternative assignments, and alternative methods of self-expression. Teachers can
also provide support through tutoring, paired assignments, paired technology and/or paired
assignments in teams or group setting (Teisco, 2008, pg.5).

Learning Environment
It is encouraged to create nurturing environments in which these exceptional students
feel connected within the school environment (Teisco, 2008, pg.7). This can be accomplished

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

10

by promoting interests and learning styles that work best with the student, allowing
accommodation to take any form useful to the students success. More in-depth curriculum helps
to sustain interest, while fostering motivation. Guiding students in self-expression through other
avenues other than writing, such as, art, drama, speeches and video.
Tips for Parents
All parents must be active participants in, and advocates for, their childrens education.
In the case of twice-exceptional students, parents can provide support and encouragement to
increase success and self-esteem (Teisco, 2008, pg.10). By being actively involved with the
school parents can gain understanding and learn how to support their children. Also, being
supportive of extracurricular areas of interest outside of the school helps to nurture abilities in
children with giftedness/learning disabilities, and development of the students self-esteem and
self-concept.
Conclusion
As we gain awareness of the characteristics of students who are gifted/LD, we can better
serve them and meet their needs as educators, parents and members of society. Because these
areas of exceptionalities are from two different spectrums, these children are often the most
underserved students. Continued awareness and teacher enrichment on these types of students
only promotes fair and productive learning techniques that can be presented to these students in
the classroom. Teachers need to be open to and use alternative instruction and assessment
methods that may work better for this type of leaner. Student success in and outside of the
classroom place teachers, administration and parents in imperative roles in the advancement of
such students. Parents and teachers need to form partnerships for these students to ensure that

UNDERSTANDING GIFTED STUDENTS WITH DISABILITIES

their cognitive psychological, and academic needs are met and to support these students in
learning to advocate for themselves (Teisco, 2008, pg.10).

References
Baum, S. (1990). Gifted but learning disabled: A puzzling paradox. Gifted

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Education Digests. Retrieved from

http://www.gifted.uconn.edu/siegle/tag/Digests/e479.html
Baum, S. (2014). Susan Baum on Twice-Exceptionality. Retrieved from
https://www.youtube.com/watch?v=_R7OqJ14ST8
Bracamonte, M. (2010). Twice exceptional strudents: who are they and what do they need?
Retrieved from http://www.2enewsletter.com/article_2e_what_are_they.html
Brody, L., & Mills. C. (2012). Gifted children with learning disabilities: A review of
the issues. Retrieved from http://www.ldonline.org/article/5914/
Crawford, S., & Snart, F. (1994). Processed-based remediation of decoding in gifted LD
students: Three Case studies. Roeper Review, 16(4), 247-253.
Fox, L., Brody, L., & Tobin, D. (Eds.). (1983). Learning disabled gifted children:
Identification and programming. Austin, TX: ProEd.
Moody, C. (2013). Twice exceptional, Retrieved from
https://www.youtube.com/watch?v=oiQKhHs04J0
Nielsen, M., Higgins, L., Wilkinson, S., & Webb, K. (1994). Helping twice-exceptional students
succeed in high school. Journal of Secondary Gifted Education, 5(30), 35-39.
Owen, S. (2004). To be gifted and learning disabled: Strategies for helping bright
students with LD, ADHD and more. Waco, TX: Prufrock.
Rosen, P. (2014). Gifted childrens challenges with learning and attention issues.
Retrieved from https://www.understood.org/en/friends-feelings/empowering-yourchild/building-on-strengths/gifted-childrens-challenges-with-learning-and-attentionissues

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Rowe, A., & Pace, J. (2013). Creating effective programs for gifted students with
learning disabilities. Waco, TX: Prufrock.
Swicord, B. (2011) The puzzle of differentiating learning for gifted students. National
Society for the Gifted and Talented. Retrieved from http://www.nsgt.org/differentiatinglearning-for-gifted-students/
Tiesco, C. (2008). Twice exceptional: Gifted students with learning disabilities.Williamsburg,
Va. College of William and Mary. Retrieved from
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