Gifted Students With Learning Disabilities: Recommendations for Identification and Programming

Abstract

Since the 1970s professionals have striven to focus the attention of educators on the unique needs of gifted students with learning disabilities (i.e., twice-exceptional learners). This article summarizes research findings related to characteristics, identification, and programming for this population. It also presents data from 2 projects funded by the Javits Education Act of 1988. Specific, research-generated recommendations are provided for district-school administrators and teachers. The need for a continuum of service options and intervention strategies is emphasized. Twice-exceptional children must be viewed as being "at promise" rather than "at risk."

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