Based on a national review of existing literature as well as research and application in clinical and school settings, the author explores teaching techniques for gifted students with learning disabilities. Methods are emphasized that can be used both in regular and special classrooms, including establishing relationships between the school and home, developing a specific intervention plan for each student, and infusing student needs into remediation. Specific teaching methods that have been found to be successful with this population are included.
Get full access to this article
View all access options for this article.
References
1.
DanielsP.R. (1983). Teaching the gifted/learning disabled child.Rockville, MD: Aspen.
2.
FernaldG. (1943). Remedial techniques in basic school subjects.New York: McGraw-Hill.
3.
FineM.J., & PittsR. (1980). Intervention with underachieving gifted children: Rationale and strategies. Gifted Child Quarterly24 (2), 51–55.
SmithS. (1981). No easy answers.New York: Bantam Press.
7.
SteevesJ. (1980). My math is all right; what's wrong is my answersG/C/T, 52–57.
8.
TannenbaumA.J., & BaldwinL. (1983). Giftedness and learning disability: A paradoxical combination. In FoxL.H.BrodyL.TobinD., (Eds.), Learning-disabled/gifted children: Identification and programming (pp. 11–36). Austin, TX: Pro-Ed.
9.
WaldronK.A., & SaphireD.G. (1989). Perceptual and academic patterns of learning-disabled/gifted students. Manuscript submitted for publication.
10.
WaldronK.A.SaphireD.G., & RosenblumS. (1987). Learning disabilities and giftedness: Identification based on self-concept, behavior, and academic patterns. The Journal of Learning Disabilities, 20 (7), 422–427.
11.
WhitmoreJ.R. (1980). Giftedness, conflict, and underachievement.Boston: Allyn & Bacon.
