Gifted Children With Learning Disabilities

Linda Silverman, PhD.

Signs of Giftedness Signs of Learning Disabilities
  • excellent long-term memory
  • extensive vocabulary
  • excels in reading comprehension
  • excels in mathematical reasoning
  • advanced verbal skills in discussions
  • facile with computers
  • grasps abstract concepts
  • performs better with more challenging work
  • thrives on complexity
  • highly creative, imaginative
  • reasons well
  • is a keen observer
  • may have acute hearing
  • has very interesting ideas
  • extremely curious; asks many questions
  • has high degree of energy
  • perceptive and insightful (seems "wise")
  • excellent sense of humor
  • may excel at art, science, geometry, mechanics, technology, or music
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  • poor short-term memory
  • speaking vocabulary more sophisticated than written vocabulary
  • struggles with decoding words
  • does poorly at computation
  • refuses to do written work
  • handwriting is illegible
  • has great difficulty with spelling and phonics
  • struggles with easy, sequential material
  • difficulty with rote memorization
  • often inattentive in class
  • emotions can overpower reasoning
  • poor auditory memory
  • poor listening skills
  • weak in language mechanics, such as grammar, punctuation, capitalization, etc.
  • may be unable to learn unless interested
  • performs poorly on timed tests
  • hopelessly disorganized
  • finds clever ways to avoid weak areas
  • may fail at foreign languages and subjects emphasizing audition, sequencing, memory
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    Finding and Serving Gifted/Learning

    Disabled Children

    SYMPTOMS SOLUTIONS
  • chronic ear infections in first three years, often related to allergies
  • does not hear name when watching TV
  • hyperactivity interspersed with periods of intense concentration
  • occasionally gets "glazed look"
  • easily distracted in noisy situations
  • cannot remember three-step directions
  • has difficulty learning phonics
  • has difficulty spelling
  • has difficulty learning math facts
  • asks to have directions repeated or copies children nearby
  • cannot perform on timed tests in school
  • illegible handwriting; letter reversals
  • does not complete written assignments
  • has difficulty taking notes in class
  • has difficulty completing easy work, but does well with harder concepts
  • does poorly at rote memorization and drill
  • does not respond well to remedial efforts
  • performs poorly in some classes and well in others (may be poor at arithmetic, biology, foreign language, composition, but good at geometry, physics, creativity math reasoning skills, dictating stories)
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  • immediate medical attention; talk louder; enunciate words; get eye contact before talking
  • touch shoulder to get attention
  • relaxation exercises; check diet with allergist; test for Attention Deficit/Hyperactivity Disorder
  • talk louder and more animated, use gestures
  • provide quiet work space. earphones
  • write directions on paper
  • teach sight words and context cues
  • visualize word, spell backwards and forwards with eyes closed, write word
  • have child complete a multiplication chart and look for patterns
  • write directions on board; get eye contact before giving directions
  • allow student to take timed tests at home, trying to beat own record
  • teach student to use a computer or typewriter
  • allow child to use word processor for assignments
  • use tape recorder: provide carbon paper to a "buddy" to copy notes
  • skip easy, sequential material: teach advanced material holistically
  • let child learn complex, abstract concepts instead
  • teach compensation techniques instead
  • concentrate on child's strengths; use visual presentations; allow child to pursue interests; use computer-assisted instruction; emotionally engage child
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    SEQUENTIAL AND SPATIAL LEARNERS

    Sequential Learner Spatial Learner
  • Step-by-step learner
  • Learns by trial-and-error
  • Analytic thinker
  • Good at computation
  • Follows oral directions well
  • Learns phonics easily
  • Good at spelling
  • Good at rote memorization
  • Good at timed tests
  • Good handwriting; neat
  • Well organized
  • Progresses sequentially from easy to difficult material
  • Learns from models
  • May need repetition to reinforce learning
  • Can show work easily
  • Good at biology and foreign languages
  • Academically talented
  • Early bloomer
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  • Whole-part learner
  • Learns concepts all at once
  • Systems thinker-- sees complex relationships
  • Good at mathematical reasoning
  • May be inattentive in class
  • Poor at phonics
  • Poor at spelling
  • Poor at rote memorization; excellent with abstractions
  • Poor at timed tests
  • Poor handwriting
  • May be disorganized
  • Learns complex systems easily; struggles with easy work
  • Prefers to develop own methods of problem solving
  • Learning usually permanent; turned off by repetition
  • Arrives at correct solutions without taking steps
  • Good at geometry and physics
  • Creatively gifted
  • Technologically gifted or
  • Emotionally gifted
  • Late bloomer
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