Accommodating the students learning problems
Due to this underestimation or to inflexible identification and/or instructional expectations in the "gifted program," they are rarely referred for gifted services. Helping twice exceptional students to succeed in high school. Perhaps the largest group of unserved students are those whose abilities and disabilities mask each other; these children sit in general classrooms, ineligible for services provided for students who are gifted or have learning disabilities, and are considered to have average abilities. The Journal of Secondary Gifted Education, 5(3), 35-39. Inadequate assessments and/or depressed IQ scores often lead to an underestimation of these students' intellectual abilities. If their potential remains unrecognized, it never becomes a cause for concern or the focus of their instructional program. The effects of special education service on the selfconcept and school attitude of learning disabled/gifted students. With an increasing number of LD researchers questioning the relevance of a child's aptitude in determining intervention strategies (cf. Siegel,1989), even fewer students with high potential and learning disabilities will be recognized or fully served, resulting in a great waste of intellectual potential. The literature is replete with references to individuals with extremely high abilities and talents who also have a specific learning disability (e.g., Aaron, Phillips, & Larsen, 1988; Goertzel & Goertzel,1962; Ochse,1990; Thompson, 1971). Some researchers have even suggested that, at least for some individuals, the learning disability may be fundamentally associated with a "gift" (e.g., Geschwind, 1982; West,1991).
We appear to have reached an understanding that high ability and learning problems can both be present in the same individual. To most practitioners who work with individuals with disabilities, being gifted and also having learning disabilities does not appear to be an unfamiliar or especially problematic condition, at least in theory. Nonetheless, a number of thorny issues and debates make the understanding and identification of the condition difficult. Teacher evaluations of case descriptions of LD gifted children. Minner, S., Prater, G., Bloodworth, H., & Walker, S. Referral and placement recommendations of teachers toward gifted handicapped children. These students are often considered underachievers, and their underachievement may be attributed to poor selfconcept, lack of motivation, or even some less flattering characteristics, such as laziness (Silverman,1989; Waldron, Saphire, & Rosenblum,1987; Whitmore, 1980). Their learning disabilities usually remain unrecognized for most of their educational lives. Before the gates of excellence: The determinants of creative genius.
Search for accommodating the students learning problems:
When educators first began describing children who showed evidence of having a learning disability (LD) yet also appeared to be gifted, many viewed this as contradictory.