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Abstract

Because of their contradictory characteristics, arising from superiority or excellence in some areas of functioning and inferiority or failure in others, the gifted/learning disabled are doubly at risk socially, psychologically and educationally. They face immense difficulties regarding general acceptance of their existence, accurate identification of their strengths and weaknesses, and educational programming relevant to their special needs. Beginning with a brief historical perspective on the separate disciplines of giftedness and learning disability, this article goes on to examine the characteristics of different subgroups of the gifted/learning disabled and factors relative to their recognition and identification, and concludes with some general guidelines for their education.

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Gifted/Learning Disabled Children: an Overview

Abstract

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References