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Services and programs for academically talented students with learning disabilities
Theory Into Practice, Spring, 2005 by Sally M. Reis, Lilia Ruban
Table 1
Recommended School-Based Interventions and Strategies for Gifted
Students With Learning Disabilities (GLD) Whose Primary Placement
is in Regular Classrooms, Partial Pull-Out Programs, or Self-Contained
Classes
Recommended Curricular
Interventions and Strategies
Goals of the Intervention and Interventions in the
Benefits to GLD Students Regular Classroom
Goals: Strategies to Promote Giftedness
* The interventions are designed and Talent
to both recognize and develop Design curriculum that recognizes
areas of student's strengths and enhances multiple intelligence
and provide appropriate and learning styles; focus on
strategies to minimize or student's interests and strength
compensate for weaknesses. areas; allow self-directed
* To ensure balance between choices; allow students
attending to strengths and opportunities to conduct
compensating for weaknesses investigations in an interest
within an appropriately area; modify assignments;
challenging curriculum. differentiate instruction
Benefits and Positive Outcomes: allow for multiple ways of
* Allow the student to assessment.
participate fully in the Study and Performance Strategies
mainstream classroom with Teach students effective note-
peers. taking strategies; test-taking
* Allow students to participate preparation; library skills;
in decision making. word processing; use of computers;
* Allow the student to become a written expression; reading (e.g.,
self-regulated and self- focus on comprehension, use high-
directed learner. interest reading material, avoid
use of worksheets); mathematical
processing.
Time Management Strategies
Monitoring daily, weekly,
and monthly assignments and
activities; using weekly and
monthly organizers to maximize
use of time; chunking assignments
into workable parts.
Metacognition and Executive
Functions
Planning and sequencing of an
individual plan for success;
self-assessment; adaptation of
an individual plan of study
skills, time management, and
self-advocacy; improve thinking
skills (e.g., help students to
identify thinking skills that
work best for them and transfer
to areas of weakness, and that
can generalize to other tasks);
enhance working memory (e.g.,
encourage use of memory
techniques)
Social and Emotional Strategies
Create an emotionally safe
environment where students feel
supported; develop student's
leadership skills and peer
interaction skills.
Counseling
Provide students with
opportunities for academic
counseling: personal and
career-related counseling
Goals: Enrichment Strategies
The interventions (primarily Encourage participation in an
based on enrichment) are enrichment program based on
designed to allow the students student's strengths and
to weaknesses; encourage development
* Capitalize on areas of of independent projects;
strengths and develop areas participate in summer mentorship
of weakness in supportive programs: participate in
environments with peers extracurricular activities (e.g.,
who share a similar clubs, team sports, theater) to
learning profile. broaden student's horizons:
* Participate in the regular encourage students to explore
classroom, while also career interests through hobbies
allowing time to explore and work experiences; assess
their interests. student's interests and learning
Benefits and Positive Outcomes: styles using interest and
* More positive attitudes and learning style inventories.
commitment toward school. Strategies to Promote Giftedness
* Gains in self-concept and and Talent
self-efficacy. Implement strategies listed under
* Increase in the commitment to Interventions in the Regular
long-term creative-productive Classroom: allow students to solve
work (as evidenced in high real-world problems in which
quality projects). students use authentic methods
* Increase in motivation, self- of the practicing professional
esteem, and commitment to to investigate problems in
pursue and complete long-term specific domains and create
advanced projects in an area original products intended to
of interest. communicate the results to
Enhance creativity. authentic audiences; shift on
the role of teacher (from that
of provider of knowledge to the
facilitator of knowledge).
Dual Curriculum Differentiation
Strategies
The components of the dual
curriculum differentiation
comprise the following
curricular accommodations to
help GLD students achieve a
balance between their apparently
conflicting needs: Use of inquiry
methods; alternate ways to access
information; provide options for
communication of the results and
products; allow creative
production; facilitate integration
of basic skills; and promote
freedom to succeed.
Self Regulation and Compensation
Strategies
Help students develop personalized
repertoires of compensation
strategies (e.g., develop
generalizable study skills
and personalized set of
compensation strategies to
promote academic success);
incorporate multisensory
instruction (e.g., video,
tape recordings, music,
hands-on experience); change
the format of assignments; use
direct instructional techniques
to promote self-regulated learning
(e.g., modeling, verbal rehearsal,
prompting, performance feedback,
mastery learning); help students
develop a general understanding
of the nature of one's own
learning disability; foster
self-determination (e.g., help
student develop self-advocacy
skills; teach student assertive
communication skills).
Social and Emotional Strategies
Stress the importance of education
and raise the child's aspirations;
help the adolescent to avoid
associating the use of
compensation strategies with
a negative stigma; provide
students with opportunities to
learn and use stress management
skills; create a calming
environment (e.g background
music, comfortable areas).
Goals: Strategies to Promote Giftedness
* Provide an environment that is and Talent
specifically designed to meet Implement strategies noted
individual needs of earlier; use a gifted education
twice-exceptional learners. program that includes a
* Allow students to attend a socioemotional component;
special class or school with accelerate the student in his
other students who have a or her areas of strength; provide
similar profile and with real-world, problem-based learning
teachers who recognize their experiences; provide student with
needs opportunities to work on
Benefits and Positive Outcomes: independent study projects; attend
* Students thrive in a flexible mainstream classes; use resources
classroom environment focusing suited to student's needs (e.g.,
on inquiry-based thinking, and books with high content level and
supported by professionals who low reading level, preferably in
have expertise in recognizing the area of student interest).
and addressing the needs of Curriculum Modification and
twice-exceptional students. Differentiation Strategies
* Parents report greater Implement strategies noted
success of the curriculum earlier; allow students to
and counseling components demonstrate their integration
of school. of basic skills in subjects areas
(e.g., in science, compare and
contrast, evaluate, classify;
in communication, planning,
organizing, public speaking,
script writing, video production;
in project management, organizing,
sequencing tasks, delegating
responsibility; collaboration,
working with peers and mentors).
Compensation Strategies for
Academic Problem Areas
Implement compensation and self-
regulation strategies listed
earlier; encourage use of
technology aids and supports
to compensate for areas of
weakness (e.g., present reading
assignments on tapes; use software
programs to help organize reports,
such as Inspiration and
Kidspiration); provide direct
instruction on basic reading
and decoding skills if needed;
directly teach the use of specific
graphic organizers (e.g., mind
mapping, webbing, storyboarding,
foldables).
Social and Emotional Strategies
Implement compensation and self-
regulation strategies listed
earlier; help the student develop
appropriate coping strategies;
provide a consistent and
predictable environment; help the
child avoid associating learning
disabilities with a negative
stigma; foster the child's fragile
self-concept and self-esteem.
Behavior Modification Strategies
Develop, implement, and use a
behavior management plan; use
weekly and daily schedule.
Note. The curricular interventions and strategies for three different
types of service delivery models presented in this table have been
summarized and adapted from Baum, Cooper, & Neu (2001); Newman (2004),
Nielsen (2002), and Reis & Ruban (2004). See the authors for a full
discussion of the types of interventions and strategies.
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