UQE97

Resources
Evidence of
Mastery
Learning Options
and Activities
Guiding
Objectives
Topic 9
Key
Questions
Baum, S. (1990). Gifted but learning
disabled: a puzzling paradox. ERIC Digest
#E479. Reston, VA: ERIC Clearinghouse
on Handicapped and Gifted Children.
(Topic 9 HO 1)
Effective
participation in
class discussion.
Define
the types
of gifted
learning
disabled
students.
(GT2K1)
Twice-Exceptional: Learning Disabilities Matrix
Topic 9
Maker, C. J. & Udal, A. J. (n.d.). Giftedness
and Learning Disabilities. ERIC Digest
#E427. (Topic 9 HO 2)
Class discussion: Why are
so many twice-exceptional
gifted students identified
after their referral for a
learning disability?
What misconceptions
and prejudices are
experienced by learning
disabled gifted students?
In pairs, create a list of
activities that would be
appropriate for gifted
learning disabled students.
How can
we improve
participation
of learning
disabled
students in
the gifted
program
and meet
their unique
needs in the
classroom?
Special Populations Matrix Topic 9
Conover, L. (1996, Summer). Gifted and
Learning Disabled? It is possible! Virginia
Association for the Education of the Gifted
Newsletter, 17(3). Retrieved from
http://www.ldonline.org/article/6068
(Topic 9 HO 3)
List of activities
that would be
appropriate for
gifted learning
disabled students.
Describe the
procedures
for
identifying
a gifted
learning
disabled
student.
(GT8K2)
25
Little, C. (2001, Summer). A Closer Look
at Gifted Children with Disabilities. Gifted
Child Today, 24(3). (Topic 9 HO 4)
Presentation of
unit of study for
gifted learning
disabled
students.
Baum, S., Owen, S. V., & Dixon, J. (1991).
To be gifted and learning disabled: From
identification to practical intervention
strategies. Mansfield Center, CT: Creative
Learning Press.
Coleman, M. R. (2001, Summer). Surviving
or Thriving? 21 Gifted Boys with Learning
Disabilities Share Their School Stories.
Gifted Child Today, 24( 3).
(continued)
In small groups, develop a
unit of study to help gifted
learning disabled students
become aware of their
strengths and weaknesses
so they can cope with the
wide discrepancy between
them. Share the outline
of the unit plans with the
class. The full unit can be
developed as homework.
Understand
program
designs
for gifted
students
with learning
disabilities.
(GT7S2
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