Services and programs for academically talented students with learning disabilities

Third, opportunities for learning skills and content areas must be provided within the regular classroom and content area classes and not just by the LD specialist as part of a pull-out program. Regular classroom strategies might include various modifications to enable students to be successful in the regular classroom such as the use of books on tape, keyboarding and spell check, and others (Reis et al., 1995). Advanced opportunities in technology in the classroom (e.g., computer dictation, books read by computers) can help to compensate for LD (Reis et al., 1995).

Fourth, out of school extracurricular options should be suggested to enable academically talented students with LD to experience joyful, hands-on learning opportunities in areas of personal interest. Summer or after-school programs can provide instruction in compensatory strategies (Reis et al., 1995; Silverman, 1989) and transitional support for the next level of education (i.e., middle to high school). Summer and afterschool programs can also focus on strengths and interests (Renzulli, 1977; Renzulli & Reis, 1985, 1997) either with or without the chance to work with a mentor or in an internship, perhaps with a successful adult who also has a LD (Silverman, 1989).

Fifth, various counseling and personal support and development must be provided for academically talented students with LD depending on the needs of the students. They might include discussion groups, led by facilitators with expertise in the area such as guidance counselor, LD specialist, or gifted education specialist (Reis et al., 1995). School counselors can also provide proactive counseling in the area of social and emotional issues (Reis et al., 1995), and positive peer support programs can enable successful academically talented students with LD to be a mentor to younger students with a similar profile. Group and individual counseling, and specific affective strategies, can address the unique issues of talented students with LD and help to increase academic achievement in this population (Reis et al., 1995). Forums and opportunities can be provided for students to learn appropriate coping techniques for expressing emotions and dealing with heightened sensitivities (Bredekamp, 1996; Coleman, 1992; Olenchak, 1995). Individual counseling can enable students to discuss their feelings and reduce the chances of negative outcomes when they experience frustration or difficult challenges in school. School counselors can also help teachers understand and address the social and emotional needs of academically talented students with LD. In addition, a school counselor's consultation with teachers can help each to establish a safe environment for students to discuss their social and emotional concerns, such as problems with peers, depression, anxiety, or low self-confidence. Students can learn how to become more successful in approaching their teachers to gain the support they need for both academic and personal success.

Bender and Wall (1994) and that of Osman and Blinder (1995) advocate group social development and counseling programs for gifted/LD students. Counseling with groups of gifted/LD students could also serve as a forum for development of positive peer relationships among pupils who may have low academic achievement and problems related to social and emotional regulation.