Identifying distinguishing characteristics of gifted and talented/learning disabled students

Abstract

The purpose of this study was to try to identify a distinguishing pattern of characteristics which more precisely defines the gifted learning‐disabled population and differentiates it from other groups. Patterns of WISC‐R subtest scores and standardized achievement test scores of gifted and gifted learning‐disabled samples were compared to identify possible “markers” for early identification. A distinctive cognitive pattern of WISC‐R subtest scores which reflects commonalities with the general gifted population was found. Patterns in achievement scores which may serve as markers to target those identified for in depth evaluation for early identification/prevention were found also. However, the GT/LD population, like the general LD population was found to be heterogeneous, suggesting that a single distinctive GT/LD pattern is unlikely to be found. What seems distinctive about the GT/LD subgroups. Implications for identification, programming and future research are discussed.

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