Gifted Children with Learning Disabilities - the Gifted Development ...

high scores in tests or is outstanding at reading, mathematics, or oral communication,
exceptional ability may be obvious, but the co-existence of a learning disorder may not
be evident. Indeed, poor performance in any area is usually considered volitional and
attributed to lack of effort, “laziness,” lack of discipline, inattentiveness, or lack of
interest. Such a student is likely to be labeled an “underachiever,” and blamed instead of
helped. A major cause of underachievement in the gifted appears to be undetected
learning disabilities (Silverman, 1989).
It is possible for giftedness to co-exist with nearly all disabilities—even
retardation, if one includes savants (see Morelock & Feldman’s chapter, this volume).
There are gifted children who are deaf or hard of hearing, blind or partially sighted,
paraplegic, with cerebral palsy, with debilitating diseases, who have missing limbs or
have lost the use of limbs, or have other physical impairments. Individuals with physical
disabilities are often treated as if they lack intelligence. Attention is paid to their
deficiencies, rather than to the development of their gifts. Wheelchair-bound adults have
experienced people talking louder and slower to them, with simpler vocabulary, as if they
were hearing impaired and senile. Individuals with cerebral palsy are often highly
intelligent, but find that their imperfect motor control is mistakenly interpreted as
retardation. Continuously being treated as if one is unintelligent takes its toll on selfesteem.
Some disabled persons never come to recognize their own intelligence or believe
in their capabilities.
Strong parental advocacy, public awareness programs, and federal legislation
have gone a long way in improving the quality of life, mobility, educational and
employment opportunities, and protection of physically challenged children and adults.
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