ED430344 1999-04-00 Dual

Exceptionalities. ERIC Digest E574.

ERIC Development Team

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Dual Exceptionalities. ERIC Digest E574...................................... 1

ASSESSMENT.................................................................. 2

CHARACTERISTICS OF GIFTED STUDENTS WITH SPECIFIC

DISABILITIES.............................................................. 2

REFERENCES................................................................ 13

ERIC Identifier: ED430344

Publication Date: 1999-04-00

Author: Willard-Holt, Colleen

Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.

Dual Exceptionalities. ERIC Digest E574.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT

ACCESS ERIC 1-800-LET-ERIC

Gifted students with disabling conditions remain a major group of underserved and

understimulated youth (Cline, 1999). The focus on accommodations for their disabilities

may preclude the recognition and development of their cognitive abilities. It is not

unexpected, then, to find a significant discrepancy between the measured academic

potential of these students and their actual performance in the classroom ((Whitmore &

Maker, 1985). In order for these children to reach their potential, it is imperative that

their intellectual strengths be recognized and nurtured, at the same time as their

disability is accommodated appropriately.

ED430344 1999-04-00 Dual Exceptionalities. ERIC Digest E574. Page 1 of 14
ASSESSMENT

Identification of giftedness in students who are disabled is problematic. The customary

identification methods (standardized tests and observational checklists) are inadequate,

without major modification. Standard lists of characteristics of gifted students may be

inadequate for unmasking hidden potential in children who have disabilities. Children

whose hearing is impaired, for example, cannot respond to oral directions, and they

may also lack the vocabulary which reflects the complexity of their thoughts. Children

whose speech or language is impaired cannot respond to tests requiring verbal

responses. Children whose vision is impaired may be unable to respond to certain

performance measures, and although their vocabulary may be quite advanced, they

may not understand the full meaning of the words they use (e.g., color words). Children

with learning disabilities may use high-level vocabulary in speaking but be unable to

express themselves in writing, or vice versa. In addition, limited life experiences due to

impaired mobility may artificially lower scores (Whitmore & Maker, 1985). Since the

population of gifted/disabled students is difficult to locate, they seldom are included in

standardized test norming groups, adding to the problems of comparison. In addition,

gifted children with disabilities often use their intelligence to try to circumvent the

disability. This may cause both exceptionalities to appear less extreme: the disability

may appear less severe because the child is using the intellect to cope, while the efforts

expended in that area may hinder other expressions of giftedness.

The following lists are intended to assist parents and teachers in recognizing intellectual

giftedness in the presence of a disability.

CHARACTERISTICS OF GIFTED STUDENTS

WITH SPECIFIC DISABILITIES

Gifted Students with Visual Impairment

fast rate of learning

superior memory

superior verbal communication skills and vocabulary

advanced problem-solving skills

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creative production or thought that may progress more slowly than sighted students in

some academic areas

ease in learning Braille

great persistence

motivation to know

sometimes slower rate of cognitive development than sighted students

excellent ability to concentrate

(Whitmore & Maker, 1985)

Gifted Students with Physical Disabilities

development of compensatory skills

creativity in finding alternate ways of communicating and accomplishing tasks

impressive store of knowledge

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advanced academic skills

superior memory

exceptional problem-solving skills

rapid grasp of ideas

ability to set and strive for long-term goals

greater maturity than age mates

good sense of humor

persistence, patience

motivation to achieve

curiosity, insight

self criticism and perfectionism

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cognitive development that may not be based on direct experience

possible difficulty with abstractions

possible limited achievement due to pace of work

(Cline, 1999; Whitmore & Maker, 1985; Willard-Holt, 1994)

Gifted Students with Hearing Impairments

development of speech-reading skills without instruction

early reading ability

excellent memory

ability to function in the regular school setting

rapid grasp of ideas

high reasoning ability

superior performance in school

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ED430344 1999-04-00 Dual Exceptionalities. ERIC Digest E574. Page 5 of 14
wide range of interests

nontraditional ways of getting information

use of problem-solving skills in everyday situations

possibly on grade level

delays in concept attainment

self starters

good sense of humor

enjoyment of manipulating environment

intuition

ingenuity in solving problems

symbolic language abilities (different symbol system)

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(Cline, 1999; Whitmore & Maker, 1985)

Gifted Students with Learning Disabilities

high abstract reasoning ability

good mathematical reasoning ability

keen visual memory, spatial skills

advanced vocabulary

sophisticated sense of humor

imaginative and creative

insightful

exceptional ability in geometry, science, arts, music

good problem-finding and problem-solving skills

difficulty with memorization, computation, phonics, and/or spelling

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distractibility and/or disorganization

supersensitivity

perfectionism

grasp of metaphors, analogies, satire

comprehension of complex systems

unreasonable self expectations

often, failure to complete assignments

difficulties with sequential tasks

wide variety of interests

(Baum, Owen, & Dixon, 1991; Silverman, 1989)

Research indicates that in many cases, a child is diagnosed with ADHD when in fact the

child is gifted and reacting to an inappropriate curriculum (Webb & Latimer, 1993). The

key to distinguishing between the two is the pervasiveness of the "acting out" behaviors.

If the acting out is specific to certain situations, the child's behavior is more likely related

to giftedness; whereas, if the behavior is consistent across all situations, the child's

behavior is more likely related to ADHD. It is also possible for a child to be BOTH gifted

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Page 8 of 14 ED430344 1999-04-00 Dual Exceptionalities. ERIC Digest E574.
and ADHD. The following lists highlight the similarities between giftedness and ADHD.

Characteristics of Gifted Students Who Are Bored

Poor attention and daydreaming when bored

Low tolerance for persistence on tasks that seem irrelevant

Begin many projects, see few to completion

Development of judgment lags behind intellectual growth

Intensity may lead to power struggles with authorities

High activity level; may need less sleep

Difficulty restraining desire to talk; may be disruptive

Question rules, customs, and traditions

Lose work, forget homework, are disorganized

May appear careless

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ED430344 1999-04-00 Dual Exceptionalities. ERIC Digest E574. Page 9 of 14
Highly sensitive to criticism

Do not exhibit problem behaviors in all situations

More consistent levels of performance at a fairly consistent pace

(Cline, 1999; Webb & Latimer, 1993)

Characteristics of Students with ADHD

Poorly sustained attention

Diminished persistence on tasks not having immediate consequences

Often shift from one uncompleted activity to another

Impulsivity, poor delay of gratification

Impaired adherence to commands to regulate or inhibit behavior in social contexts

More active, restless than other children

Often talk excessively

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Often interrupt or intrude on others (e.g., butt into games)

Difficulty adhering to rules and regulations

Often lose things necessary for tasks or activities at home or school

May appear inattentive to details

Highly sensitive to criticism

Problem behaviors exist in all settings, but in some are more severe

Variability in task performance and time used to accomplish tasks.

(Barkley, 1990; Cline, 1999; Webb & Latimer, 1993)

Questions To Ask in Differentiating between Giftedness and ADHD

Could the behaviors be responses to inappropriate placement, insufficient challenge, or

lack of intellectual peers?

Is the child able to concentrate when interested in the activity?

Have any curricular modifications been made in an attempt to change inappropriate

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ED430344 1999-04-00 Dual Exceptionalities. ERIC Digest E574. Page 11 of 14
behaviors?

Has the child been interviewed? What are his/her feelings about the behaviors?

Does the child feel out of control? Do the parents perceive the child as being out of

control?

Do the behaviors occur at certain times of the day, during certain activities, with certain

teachers or in certain environments?

Implications for Students with Dual Exceptionalities

Commitment to identifying and nurturing the gifts of students with disabilities implies

specific changes in the way educators approach identification, instruction, and

classroom dynamics. Identification * Include students with disabilities in initial screening

phase. * Be willing to accept nonconventional indicators of intellectual talent. * Look

beyond test scores. * When applying cutoffs, bear in mind the depression of scores that

may occur due to the disability. * DO NOT aggregate subtest scores into a composite

score. * Compare with others who have similar disabilities. * Weight more heavily

characteristics that enable the child to effectively compensate for the disability. * Weight

more heavily areas of performance unaffected by the disability. * Allow the child to

participate in gifted programs on a trial basis. Instruction * Be aware of the powerful role

of language; reduce communication limitations and develop alternative modes for

thinking and communicating. * Emphasize high-level abstract thinking, creativity, and a

problem-solving approach. * Have great expectations: these children often become

successful as adults in fields requiring advanced education. * Provide for individual

pacing in areas of giftedness and disability. * Provide challenging activities at an

advanced level. * Promote active inquiry, experimentation, and discussion. * Promote

self-direction. * Offer options that enable students to use strengths and preferred ways

of learning. * Use intellectual strengths to develop coping strategies. * Assist in

strengthening the student's self concept. Classroom Dynamics * Discuss

disabilities/capabilities and their implications with the class. * Expect participation in all

activities; strive for normal peer interactions. * Facilitate acceptance; model and demand

respect for all. * Candidly answer peers' questions. * Treat a child with a disability the

same way a child without a disability is treated. * Model celebration of individual

differences. Gifted students with disabilities must be provided with appropriate

challenges. The personal and societal costs of not developing their potential cannot be

overstated.

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REFERENCES

Barkley, R. A. (1990). Attention Deficit Hyperactivity Disorder: A Handbook for

Diagnosis and Treatment. New York: Guilford Press.

Baum, S. M., Owen, S. V., & Dixon, J. (1991). To Be Gifted & Learning Disabled.

Mansfield Center, CT: Creative Learning Press.

Cline, S. & Schwartz, D. (1999). Diverse Populations of Gifted Children. NJ: Merrill.

Silverman, L. K. (1989). Invisible Gifts, Invisible Handicaps. Roeper Review, 12(1),

37-42.

Thurlow, M. L., Elliott, J. L. & Ysseldyke, J. E. (1998). Testing Students with Disabilities.

Thousand Oaks, CA: Corwin Press.

Webb, J. T. & Latimer, D. (1993). ADHD and Children Who Are Gifted. ERIC Digest

#522

Whitmore, J. R. & Maker, C. J. (1985). Intellectual Giftedness in Disabled Persons.

Rockville, MD: Aspen.

Willard-Holt, C. (1994). Recognizing Talent: Cross- Case Study Of Two High Potential

Students with Cerebral Palsy. Storrs, CT: National Research Center on the

Gifted/Talented.

Colleen Willard-Holt, Ph.D. is Assistant Professor of Education at Pennsylvania State

University-Capital College.

This publication was prepared with funding from the National Library of Education

(NLE), Office of Educational Research and Improvement (OERI), U.S. Department of

Education (ED), under contract ED-99-CO-26. The opinions expressed in this document

do not necessarily reflect the positions or policies of NLE, OERI, or ED.

ERIC Digests are in the public domain and may be freely reproduced and disseminated,

but please acknowledge your source.

Title: Dual Exceptionalities. ERIC Digest E574.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC Clearinghouse on Disabilities and Gifted Education, Council for

Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589; Tel:

800-328-0272 (Toll Free); e-mail: ericec@cec.sped.org; Web site: http://www.ericec.org

Descriptors: Ability Identification, Attention Deficit Disorders, Disability Identification,

Elementary Secondary Education, Gifted Disabled, Hyperactivity, Special Needs

ERIC Resource Center www.eric.ed.gov

ED430344 1999-04-00 Dual Exceptionalities. ERIC Digest E574. Page 13 of 14
Students, Student Characteristics, Student Evaluation, Student Needs

Identifiers: ERIC Digests

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