From pre-K through second grade, Asher Meytin attended a Jewish day school where each fall, the kids were asked what they most looked forward to that year. Asher’s number one goal was to learn to read. That was it. But he just couldn’t get it.
Felice Kaufmann, M. Layne Kalbfleisch, F. Xavier Castellanos
“Gifted” and “ADHD” used to be consider mutually exclusive, but researchers have realized the two can coexist. And when they do, misdiagnosis often occurs; typically a gifted student is mistakenly identified as ADHD. But the other misdiagnosis occurs as well; the ADHD of a gifted child is ignored. But once identified as LD and gifted, what happens? Learn more about the situation as well as possible actions.
Jill Lauren’s That’s Like Me! is a book about 15 students with disabilities who face challenges in school but express their creativity and talents through hobbies. In the foreword, excerpted here, children’s book illustrator Jerry Pinkney describes growing up with two personas: Jerry the gifted artist and Jerry the struggling reader.
Recent research on academically talented students with learning disabilities indicates that they have specific counseling needs that often are not addressed in elementary and secondary school. This article looks at what kinds of support students with this profile need, and how school counselors can provide it.
Gifted students with disabling conditions remain a major group of underserved and understimulated youth (Cline, 1999). In order for these children to reach their potential, it is imperative that their intellectual strengths be recognized and nurtured, at the same time as their disability is accommodated appropriately.
How can a child learn and not learn at the same time? Why do some students apply little or no effort to school tasks while they commit considerable time and effort to demanding, creative activities outside of school? These behaviors are typical of some students who are simultaneously gifted and learning disabled.
In the ongoing dialogue about ADHD in gifted children, three questions often arise. Are gifted children over-diagnosed with the disorder? In what ways are gifted ADHD children different from gifted children without the disorder and from other ADHD children? Does the emerging research suggest any differences in intervention or support?
