Some of these students are in fact dyslexic or neurologically disabled. It is not the disability that produces that underachievement but the lack of appropriate programming. These students frequently are not adequately challenged or encouraged to develop their intellectual abilities because of low expectations and a narrow curriculum. These students may have difficulty with writing, reading, math, or higher level skills necessary for subject matter mastery and high achievement. Successful approaches to reversing patterns of underachievement have been based on a view that the problem behavior has been shaped by forces within the school experience that can be altered.
Successful interventions create positive forces to shape achievement behavior.
Effective programming for reversing patterns of underachievement can occur in self-contained classrooms, in resource rooms that provide supplementary services, or through the development of an individual educational plan that may involve a mentor in the school or community. The curriculum must be challenging, personally meaningful, and rewarding to the gifted underachiever. There must be a balance between basic skill development and more advanced exploration through the arts and sciences. Career exploration and the development of personal interests are also critical motivating elements, and all learning experiences should be designed for maximum challenge and success. The climate created by the instructional style of the teacher should be one of excitement, anticipation, personal satisfaction, and low pressure.