Research Base - NAGC

Practice-based ReferencesCline, S. (2001). Gifted children with disabilities. Overcoming stereotypes. Gifted Child Today, 24, 16-24The article deals with the under identification and under inclusion of individuals who are disabled andgifted. Through case studies, the author details the roles which parents, school personnel and society canplay to supported gifted children with disabilities. She concludes: “Experts in gifted education and specialeducation should collaborate on behalf of gifted students with disabilities. Educators can establish avision in which technological, financial and human resources support the development of their students.An articulated vision of the possibilities, for these children should be shared with and supported by schoolpersonnel and community groups. Progress needs to be monitored, and ongoing support provided.”Robinson, S. M. (1999). Meeting the needs of students who are gifted and have learning disabilities.Intervention in school and clinic, 34, 195-204.Describes the characteristics of gifted students with learning disabilities and discusses how teachers canrethink the classroom environment and provide enrichment, structure, and remediation to address theneeds of these twice exceptional learners. The need for collaboration among professionals with variedexpertise is emphasized. (Author abstract).Stormont, M., Stebbins, M. S., & Holliday, G. (2001). Characteristics and educational support needs ofunderrepresented gifted adolescents. Psychology in the Schools, 38, 413-423.Presents the characteristics and needs of adolescent students who are underrepresented in giftedprograms. Addresses the specific populations of young women, students with learning disabilities, andstudents living in poverty. Presents the academic and social-emotional needs of students fromunderrepresented populations, followed by strategies professionals can use to support these students.(ERIC abstract).Vespi, L., & Yewchuk, C. (1992). A phenomenological study of the social/emotional characteristics ofgifted learning disabled children. Journal for the Education of the Gifted, 16, 55-72.A series of interviews was conducted with four gifted learning disabled boys ages nine to twelve, theirparents and their teachers. These themes emerged from an analysis of the data. Most of the childrendemonstrated positive social skills in the classroom; however, they did appear to have difficulty inestablishing and maintaining friendships. Differences were noted among individual characteristics withvariations noted in attitudes toward families and in behavior. Overall, the students expressed generallypositive feelings of self-image and self-confidence; however, the are frustrated with theirunderachievement and are afraid of failure. The authors offer these suggestions to educators: effectivelyidentify students who are both LD and gifted; incorporate social/emotional needs into the IEP; fosterpositive interactions with peers; teach cognitive and behavioral coping skills; educate parents, and treatthe whole child.Standard 3: Individual Learning DifferencesGT3K2Academic and affective characteristics and learning needs of individuals with gifts, talents,and disabilities.Research-based ReferencesBaum, S. M., Olenchak, F. R. (2002). The alphabet children: GT, ADHD, and more. Exceptionality, 10,77-91.Many bright students demonstrate behaviors that are indicative of more than 1 diagnosis. Over time wesee the birth of the "alphabet child" whose diagnoses include multiple disorders such as attention deficit43