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
Some Common Misunderstandings
In surveying the research on students who are gifted learners, it is interesting to note some common myths and stereotypes about this population of students. While the literature on this topic is rather sparse, research studies have uncovered (and proven wrong!) the myths which purport gifted students to be:
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