Chapter 5
Trends and Issues in Teaching Gifted and Talented Learners
Can a learner be both gifted and coupled with a learning disability? Giftedness
comes in different variations. There are some gifted with extraordinary IQ scores
coupled with remarkable skills while others have high IQ scores combined with
disabilities. With the latter described condition, the disability of these learners turn to
overpower their cognitive abilities most especially when they are already labeled to
having disabilities. Commonly, the priority is given to the disabling condition, which often
delimits the actual talents and capabilities of these learners. With this, opportunities
were denied to intellectually gifted children due to their disabling condition. This chapter
aims to examine the characteristics of gifted and talented learners with disabilities, as
well as present some issues concerning their educational needs.
Intended Learning Outcome (ILO)
Analyze trends and issues in teaching gifted and talented learners.
ENGAGE
The gifted learners with disabilities are individuals with exceptional potentials
who have the capabilities of performing high ability skills even with the presence of
impairments and/or disabilities. These conditions are not limited to learning disabilities,
emotional and behavioral disorders, hearing impairments, visual impairments, physical
disabilities, which manifest either alone or in combination. Furthermore, these
individuals are often called as twice exceptional, double labeled, or those with dual
exceptionalities.
Gifted with Learning Disabilities
The prevalence of twice exceptional learners is difficult to identify, mainly
because they are usually clustered with groups of learners with disabilities. Current
research suggests that intellectually gifted learners often have learning disabilities,
which is often hard to recognize. The most common and significant feature of GLD
(gifted with learning disabilities) is having an inconsistent, unpredictable and
inexplicable academic performance. This means that they achieve
outstanding results in one subject area, yet the same achievement is
not reflected in other subjects or vice-versa. Others may also excel in
written tasks but may perform poorly on verbal activities. Many of them
tend to be inattentive in class, have difficulties in spelling or reading
skills, have poor relationships with peers, and even have low self-
esteem. One famous individual of this condition is Thomas Alva
Edison who was unable to read until he was twelve years old. His
writing skills were poor throughout his life but these difficulties did not stop him to
become one of the greatest inventors throughout history others who were said to have
the same condition are Walt Dis Leonardo Da Vinci, and George Washington, who were
famous their contributions and not for their disabling conditions
Gifted with Autism
Another unique intersection happens between giftedness
and autism. Some characteristics of these learners include
extreme ability to concentrate, poor social skills, and
extraordinary visual talents. Some learners with this condition
exhibit repetitive motor mannerisms, have an unusual but
passionate interest in one topic, and often lack empathy for
others and may tend to disengage in social activities that result
to having trouble forming friendships. One famous person with
this condition is Dr. Temple Grandin, who has autism and was
diagnosed as deaf and brain-damaged at age 2, but was tested with an IQ of 137 at age
8. Dr. Grandin became a prominent author and (speaker on both autism and animal
behavior and is recently a professor of Animal Science at Colorado State. University.
Included in the celebrated list of eminence with autistic characteristics are Albert
Einstein, Bill Gates, Bobby Fischer, Howard Hughes, Sir Isaac Newton and Vincent Van
Gogh (Davis, Rimm & Siegle, 2014) who were known for the gifted contributions and not
for their autism spectrum disorder.
Gifted with ADHD
Attention Deficit-Hyperactivity Disorder (ADHD), Impulsive-Hyperactive, an
Inattentive type, are the new catch-all diagnoses for children, gifted or otherwise (Rimm
2008). These conditions are characterized by difficulty with concentration, distractibility,
impulsivity, and hyperactivity. Learners with this condition tend to appear disorganized
and forgetful for they usually pay little or no attention to details. They also have difficulty
in listening, following instructions or simply staying in their seats. Rimm (2008) claim
that giftedness may mask ADHD, and ADHD may mask giftedness. Likewise, Flint
(2001) gave importance on two things: (1) that the double exceptionality of giftedness
and ADHD is common and (2) that giftedness does not provide protection from the
difficult symptoms of ADHD. Just like typical learners with ADHD, gifted with ADHD lag
two to three years behind their age peers in social and emotional maturity. This
mismatch in their cognitive and socio-emotional development is a challenging
consideration in guiding them learn across the curriculum. Some famous people who fall
in this category are Robin Williams and Michael Phelps.
The combination of giftedness and disability can deliver a double disadvantage
that can make learners hide their giftedness, or become unable to know their talents,
causing them not to be identified for gifted programs. On the contrary, Moon (2004)
claimed that for special education programs. In the case of gifted learners with learning
disabilities, Robinson (1999) argued that students are doubly at risk because the
characteristics of the two categories influence one another, talents must be nurtured
and learning strategies must be taught.
The following guidelines are critical when creating effective educational programs
for gifted/LD students (Baum, 1990; Robinson, 1999):
Give focused attention to developing the gift or talent in its own right. Enrichment
does not equate to remediation.
Provide a supportive environment that values and appreciates individual abilities.
Teach students strategies to compensate for their learning problems as well as
provide direct instruction in basic skills.
It is important to recognize that not all strategies will work with all twice- exceptional
students. Proper diagnosis will help develop education plans for those gifted and
talented learners, but educators should be flexible to try different strategies among
different learners. One of the strategies given to gifted learners with learning disabilities
is RTI or the Response to Intervention.
Response to Intervention is an early intervention strategy that is implemented.
within the general education classroom. It is a process used by educators in helping
learners who are struggling with either a lesson or a skill. This strategy is not only made
for gifted learners but to any learner that struggle in some way. The general framework
of RTI revolves around a collaborative, problem-solving and intervention process with
multitiered support on varying degrees as seen on the figure below.
The first tier usually consists of quality or core instruction in the classroom where
learners who have not met expected grade level benchmark are considered for more
intensive support and interventions. The second tier, still part of general education
system of supports, consists of providing students with smaller grow more focused
instruction in their area of need, and similar types of educational supp Students who
continue to be unresponsive to treatment, determined by ongoing prog monitoring, are
then provided with a third tier of interventions and further assessment. In some models
of RT1, Tier 3 is considered to be special education (Mellard & Johns 2007).
SECTION 2 SUMMATIVE ASSESSMENT
Multiple Choice. Choose the best answer on the following questions.
1. Multiple student is considered gifted for getting a score of 138 in Antelligence test. To
what category of definition of giftedness does the belong?
A. After-the-fact definitions
B. IQ definitions
C. Percentage definitions
D. Talent definitions
2. A student is considered gifted for always being on top of her class and for always
winning various intra- and interschool contests. To whar category of definition of
giftedness does this belong?
A. Talent definitions
B. Percentage definitions
C. After-the-fact definitions
D. Creativity definitions
3. The following are intellectual characteristics of gifted learners except:
A. Having a keen sense of justice
B. Being curious
C. Having the capacity to reflect deeply
D. Being excited easily
4. The following are non-intellectual characteristics of gifted learners except:
A. Thinking analytically
B. Tending to have tunnel vision
C. Being argumentative
D. Becoming a compulsive collector
5. The following are personality characteristics of gifted learners except:
A. Sensitivity towards others
B. Becoming an introvert
C. Tending towards perfectionism
D. Being able to do abstractions
6. Which is the most common profile of gifted learners?
A. The creative
B. The underground
C. The successful
D. The at-risk
7. A student deliberately fails his exams in order to have a sense of belongingness with
his classmates. To what profile of gifted learners does he belong?
A. The underground
B. The creative
C. The autonomous learner
D. The successful
8. This type of gifted learner is high in divergent thinking and is nonconforming.
A. The autonomous learner
B. The creative
C. The successful
D. The at-risk
9. This type of gifted learner has unmet needs, which result to defensiveness and anger
directed towards others and oneself.
A. The creative
B. The at-risk
C. The autonomous learner
D. The underground
10. A student gets a superior score in an intelligence test yet has difficulty reading. To
what type of gifted learner does this student belong?
A. The successful
B. The underground
C. The autonomous learner
D. The twice exceptional
11. What refers to the grouping made to high ability students with regular students per
grade level in one classroom?
A. Special Classes
B. Pullout Programs
C. Cluster Groups
D. Enrichment Clusters
12. An expert teacher meets with students two hours a week and handler this kind of
enrichment activity. What do you call this activity, which aims to develop students' skills,
talents, and abilities?
A. Enrichment Clusters
B. Special Classes
C. Cluster Groups
D. Special Interest Groups and Clubs
13. Defining the concept of matter falls under what Bloom's Taxonomy of Cognitive
Development?
A. Comprehension
B. Knowledge
C. Synthesis
D. Analysis
14. What enrichment strategy comprises of adult mentors who act as resource persons
with the goal of transferring skills and attitudes to students of the same interest as
theirs?
A. Peer-tutoring
B. Mentorship
C. Questioning
D. Special Interest Groups and Clubs
15. Thomas Alva Edison was said to be considered as twice-exceptional, specifically as:
A. Gifted with disabilities
B. Gifted with ADHD
C. Gifted with learning disabilities
D. Gifted with autism spectrum disorder
16. Student Z was given an intensive form of teaching on a special topic on drafting but
was not given an advance placement. What kind of strategy was provided to the
student?
A. Acceleration
B. Promotion
C. Enrichment
D. None of these
17. Teacher X compacts the curriculum to supply extra time for his bright students to
work at resource centers or interest-based projects. What kind of strategy is teacher X
using?
A. Acceleration
B. Promotion
C. Enrichment
D. None of these
18. The Silahis concept of DepEd where students of the same exceptionality or
disability merge together in one class is an example of:
A. Special Classes
B. Heterogeneous Classes
C. Cluster Groups
D. Enrichment Clusters
19. A grade III pupil tutors grade II pupils in a face-to-face interaction, under the
supervision of a teacher. What strategy was described?
A. Mentoring
B. Peer-tutoring
C. Tiering
D. Internship
20. Individuals with exceptional potentials and performing high ability skills despite
having impairments or disability have the following descriptions except:
A. Twice-exceptional
B. Special children
C. Gifted with disabilities
D. Double-labeled