Services and programs for academically talented students with learning disabilities

Since the creation of the major legislative efforts related to students with disabilities and gifted students, and the initial work completed on twice-exceptional students (i.e., students who have both giftedness and learning disabilities), researchers and professionals have tried to identify the characteristics, needs, and appropriate services for this special population of students. An accumulated research base supports the need for a continuum of service options and intervention strategies for gifted students who may have mild, moderate, or more severe learning disabilities. This article provides a discussion of the intervention services for these students, emphasizing the importance of developing a wide range of compensation strategies, attending to their social and emotional needs, identifying elements of supportive environments, and providing talent development opportunities for students with learning disabilities who also have diverse gifts.

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STUDENTS WHO DEMONSTRATE gifted characteristics and behaviors and who also have learning disabilities are often viewed as being "doubly at risk" (Robinson, 1999, p. 195) and are often overlooked by the regular educational system (Newman & Sternberg, 2004; Winner, 1999). Too often, academically talented students with learning disabilities and learning problems fail to achieve at levels commensurate with their potential. In an overview of the current state of research on interventions and services for twice-exceptional students (i.e., students who are both gifted and learning disabled), Newman (2004) indicated that, although some of these students are provided with services based on either their identified giftedness or their learning disability, few receive both types of services. Therefore, few individuals are recognized as being eligible for specialized services that both help them develop areas of weakness and explore areas of strength. Research suggests that such oversights, if not addressed, may have significant negative spillover effects on the students' opportunities to succeed academically in school and succeed in careers that capitalize on their areas of strength (Newman, 2004; Reis, Neu, & McGuire, 1995).

Students with both gifts and learning disabilities must have a unique set of educational programs and services that address both their academic and affective development if they are to achieve at appropriately high levels (Baum & Owen, 2004; Nielsen, Higgins, Wilkinson, & Webb, 1994; Reis, Neu, & McGuire, 1995). Researchers and practitioners must consider a new area of focus, from being preoccupied with the current pervasive emphasis to meet the minimum required, to mobilizing energies and resources to strive to reach the maximum possible, whether it relates to standards, level of services, or desirable educational outcomes and goals such as talent development in all students. As Nielsen (2002) eloquently emphasized, "twice-exceptional children must be viewed as being 'at promise' rather than being 'at risk'" (p. 93).

In this article, two brief case studies of gifted students with learning disabilities are presented, the importance of interventions for these students is discussed, and some of the services that can help enable these students to realize their potential are reviewed. Research-based recommended curricular interventions and strategies in three service delivery models are summarized in a table, and a discussion is provided about five critical ideas that must be integrated into the educational services provided for this population.

Two Case Studies of Gifted Students With Learning Disabilities

It is necessary for educators and parents to work together to develop individualized programs for these students, as research with successful adults with learning disabilities (Gerber & Ginsberg, 1990) suggests that many of the behaviors that contribute to their success can be learned and developed. Students who learn these strategies can be successful in challenging academic situations (Reis et al., 1995), as illustrated by the two brief case studies: