Over ten years after To Be Gifted and Learning Disabled was first printed, Susan Baum and Steven Owen have completely revised this popular resource on identifying and meeting the needs of gifted and learning disabled (GLD) youngsters. Part I discusses the patterns of accomplishments and failures that many GLD students present and provides important information about the development of two traditionally separate fields--giftedness and learning disabilities--as well as identification and diagnosis issues. Part II explores the contemporary psychological theory and research that guides educational applications for GLD students. And Part III offers practical strategies for teaching GLD students and helping them plan and explore options for their future. This revised and expanded edition includes three new chapters on self regulation, developing comprehensive IEPs for GLD students, and the roles parents and counselors can play in meeting the social and emotional needs of GLD students as well as a chapter exploring the idea of the alphabet child (with ADD, ADHD, ODD, etc.) and issues involving attention-deficit-like behaviors and other behavioral issues. Thoroughly researched and filled with case studies, practical suggestions and techniques for working with GLD students, useful resources, and much more, To Be Gifted and Learning Disabled is a resource anyone who works or lives with a child who has both startling talents and disabling weaknesses should have.

This book presents the reader with the main inherent problems of double-exceptionality, namely, the difficulties educators and mental health professionals must deal with when working with gifted disabled children and youths. The first chapter describes ten of these problems; on the one hand, some have been caused by unfamiliarity of the basic terms and definitions of giftedness and on the other, learning or other disabilities; some by treatment failures of gifted disabled children and youths. The main part of the book, chapters 2-5, include six detailed case studies of gifted children and adolescents who were dealing, in some cases, with learning disabilities, but in all cases with social, emotional, psychological and familial issues that jeopardized not only their educational and professional future, but also their well-being and even their mental health. These chapters include also shorter vignettes of gifted disabled young and older children whom I have met in the last thirty years. Some of these cases-both the longer and the shorter case studies-are of students who had considered dropping out of school. This book challenges the assumption that dropping out is necessarily also an educational failure. Some of the cases described did not have a "happy ending": they describe young people who unsuccessfully tried to be "like everybody else," an attempt that has always been hard to live with. The last chapter shows that only when all components in the child's or adolescent's life, the family, the education system, and the social circle she or he belonged to encouraged and nurtured the child, materializing one's giftedness while maintaining a high level of well-being and social acceptability can be accomplished. The chapter of the book analyzes these factors while showing how misunderstanding of the child's needs, along with inability to provide her or him with the proper educational and psychological help might cause "giving up" one's giftedness, deterioration in the social/emotional situation or both.

In an educational system founded on rigid standards and categories, students who demonstrate a very specific manifestation of intelligence flourish, while those who deviate tend to fall between the cracks. Too often, talents and interests that do not align with classroom conventions are left unrecognized and unexplored in children with extraordinary potential but little opportunity. For twice-exceptional (2e) children, who have extraordinary strengths coupled with learning difficulties, the problem is compounded by the paradoxical nature of their intellect and an unbending system, ill-equipped to cater to their unique learning needs. Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties provides cutting-edge, evidence-based approaches to creating an environment where twice-exceptional students can thrive. Viewing the 2e student as neither exclusively disabled nor exclusively gifted, but, rather, as a dynamic interaction of both, leading experts offer holistic insight into identification, social-emotional development, advocacy, and support for 2e students. With chapters focusing on special populations (including autism, dyslexia, and ADHD) as well as the intersection of race and 2e, this book highlights practical recommendations for school and social contexts. In expounding the unique challenges faced by the 2e population, Twice Exceptional makes a case for greater flexibility in our approach to education and a wider notion of what it means to be academically successful.

Information for parents and teachers about how to help learning disabled and gifted children.

Gifted students with disabilities, also referred to as twice-exceptional children, need the strategies in Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students in order to find success in the regular classroom. By offering a thorough discussion of twice-exceptional students based on research into how gifted students with disabilities learn, the author helps teachers and education professionals develop a broad understanding of the complex issues associated with gifted students who have disabilities. This comprehensive text provides an overview of who these students are, how teachers can tap into their strengths and weaknesses, and what educational strategies should be implemented to help these students succeed in school and beyond. The book will guide a collaborative team step-by-step through the process of identifying students' needs, selecting modifications and accommodations, and developing a comprehensive plan to meet the diverse needs of twice-exceptional children. By implementing the strategies suggested in this book, teachers of twice-exceptional gifted students can ensure these students do not just survive in the classroom, but thrive.

Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this practical text enables the reader to identify highly able pupils with special needs, such as ADHD, dyspraxia, dyslexia and Downs Syndrome, and then make provision for them within the mainstream school. The book offers three emerging themes: creating a positive, constructive and supportive learning environment; offering a cognitively challenging curriculum; and engaging the learners in partnership to understand and manage their learning support. Whilst aimed mainly at teachers and students at both primary and secondary levels, this book should also be of interest to educators, researchers and educational psychologists.

This book takes an in-depth look at the various learning disabilities and difficulties some gifted students face and strategies teachers can use to help these students succeed in the classroom. Educational Resource

This reference book offers information for parents, policy makers, and teachers about the traits of gifted students with learning, emotional, physical, visual, hearing, mental, and multiple disabilities--often referred to as twice-exceptional. This book helps in the identification of both strengths and weaknesses in these students. Educationa

The second edition of Smart Kids With Learning Difficulties is an updated and comprehensive must-read for parents, teachers, counselors, and other support professionals of bright kids who face learning challenges every day. This practical book discusses who these students are; how to identify them; what needs to be implemented; best practices, programs, and services; and specific actions to ensure student success. Along with tools and tips, each chapter includes Key Points, a new feature that will help focus and facilitate next steps and desired outcomes and follow-up for parents and teachers. The new edition includes a look at current definitions of twice-exceptional students, updated research findings and identification methods, a detailed description of the laws and policies impacting this population, what works and what doesn't work, model schools, Response to Intervention, Understanding by Design, comprehensive assessments, social-emotional principles, and new assistive technology. Featured in The Fresno Bee

Grades 4–6