Giftedness and Learning Disabilities

I have blogged before about how kids with learning disabilities might struggle in one area, but are remarkably strong in others.  Many may assume that a child with a learning disability can't also be gifted.  That's not true.  There is a great article now on ncld.org that butsts the myths.  I have included an exerpt below with some of the characteristics you might see in someone who is gifted... with LDs.  Recognize anyone?  I do.

Rhonda

Giftedness and Learning Disabilities

 *Click on the title for a link to the full article

With apologies for what might appear to be generalizations about student characteristics based on labels, it may be helpful to look at some examples of how a gifted student with LD presents at home and in the classroom.

• Some common attributes
• Some common challenges
• has an excellent long-term memory, an extensive vocabulary and the ability to grasp abstract concepts
• thrives on complexity
• is highly creative, imaginative, inventive, perceptive, and insightful
• is able to solve very difficult puzzles or problems
• is a keen observer
• has a poor short-term memory
• exhibits poor organizational skills
• has illegible handwriting
• has difficulty with rote memorization
• exhibits poor learning unless interested in the topic
• performs poorly on timed tests
• often struggles with homework
• somehow manages not to "fail" academic subjects
• is appreciated as a "great thinker"
• is able to cope well with standard classroom expectations, especially if he or she has a good understanding of the disability and a repertoire of compensatory strategies
• is a notorious "underachiever"
• is easily bogged down in the 'details' that contribute to school success
• often is not sufficiently challenged to advance in content area learning due to administrative details or insufficient planning by schools
• parents and educators often view his or her underachievement as a sign of disinterest, boredom, or just a lack of motivation
• the student may eventually believe that the problems are due to poor effort
• may try to conceal the learning problems by acting lazy, disinterested, or unmotivated
• is much better able to shine outside of school (clubs, hobbies...) than inside the classroom
• often attempts to jump straight from an "idea" to a finished "product," bypassing important steps in between (e.g., prefers to play an instrument "by ear" rather than actually reading musical notes)
• has difficulty remembering short-term sequential information (e.g., forgets details of plays, signals, codes, or rules during sports)
• takes pride in the insights he or she brings to learning situations
• will often just "give up" or "hide" rather than asking for help or admitting to a problem
• is often quite sensitive and aware of the impact that actions can have on his or her life and the lives of others
• expresses concern about world issues and apprehension about the future
• sometimes becomes somewhat "obnoxious" in efforts to be sure others appreciate his or her intelligence
• may become anxious and/or depressed by his or her difficulties or insights into troubling issues and events
• is good at covering up and compensating for areas of weakness (e.g., can often to get through tests and assignments without drawing attention to his or her struggles)
• can experience profound frustration by the inconsistency in his or her skills and abilities
• can be verbally combative when challenged

Read the full article at http://www.ncld.org/ld-basics/related-issues/giftedness/giftedness-and-learning-disabilities