Sally M. Reis
Terry W. Neu
Joan M. McGuire

During the last decade, increasing attention has been given to the perplexing problem of high ability students who also have learning disabilities, but problems still exist regarding the identification and provision of support services and programs for this population. This study, at The University of Connecticut followed twelve young adults with disabilities who were successful at the college level. Extensive interviews with these young adults and their parents, as well as a thorough review of available school records, provided a fascinating portrait of the challenges and problems faced by high ability students with learning disabilities.

The participants reported both positive and negative academic experiences that centered around school personnel’s understanding of their needs. The positive school experiences primarily centered around individual teacher support. Both students and parents recalled specific teachers who became interested in the student or made appropriate academic accommodations including: providing extra time on tests, providing instruction in learning strategies, taking time to listen, and challenging the student in ways others had not.

Students also reported negative school experiences and difficulties which are typically associated with learning disabilities such as social problems, difficulty with teachers, and frustration with certain academic areas. These students generally stated that their talents were not addressed by the school system they attended. Parents often reported that school systems simply “did not know what to do” with their children.

Positive personal characteristics exhibited by this group included high levels of motivation. Students displayed sheer determination in accomplishing goals and seemed to possess what Renzulli has called “task commitment,” defined as the energy the individual brings to bear on a specific task.

A major finding which emerged from the interviews was the positive impact of the services provided by The University of Connecticut Program for Students with Learning Disabilities. Advocacy, whether by parents or outside agencies gave the necessary support needed by these students in realizing their true potential. This research provides a fascinating portrait of the issues that must be addresses if the educational and emotional needs of high ability students with learning disabilities are to be met.

Reference:

Talents in Two Places: Case Studies of High Ability Students With Learning Disabilities Who Have Achieved
Sally M. Reis
Terry W. Neu
Joan M. McGuire
 

Conclusion

1. Many high ability students who have learning disabilities are not recognized for their gifts and may have negative school experiences.
2. Traditional remediation techniques like special education classification, tutoring, and/or retention offer little challenges to high ability students with learning disabilities and may perpetuate a cycle of underachievement.
3. High ability students with learning disabilities need support to understand and effectively use their strengths.
4. Lack of understanding by school personnel, peers, and self may cause emotional and academic problems for students struggling to cope with learning disabilities and giftedness.
5. Parents are often the only ones to offer support to their high ability children who also have learning disabilities. They can increase their effectiveness by exploring all available options and advocating for their children from an early age.