An Enigma: Barriers to the Identification of Students Who Are Gifted with a Learning Disability
This chapter discusses research that sought to understand the barriers to the identification of students who are gifted with a learning disability (GLD). These students are an enigma within schools and are under-represented in programmes for gifted students. A mixed method of research was used for this research, consisting of two phases that ran concurrently. In Phase 1, teachers from a Sydney Education area were surveyed. In addition, eight of the teachers were interviewed. For Phase 2, multiple case studies were undertaken. The participants were students who were identified as GLD, their families and the professionals they had consulted. The results showed that an identification protocol is needed, as well as teacher training and support from decision makers across all sectors of education. The teachers demonstrated some knowledge with regard to these students but also confusion and conflict with respect to their educational needs.
- Baum, S., Owen, S. V., & Dixon, J. (1991). To be gifted and learning disabled: from identification to practical intervention strategies. Melbourne: Hawker Brownlow Education.Google Scholar
- Disability Discrimination Act (DDA). (1992). Retrieved from https://www.legislation.gov.au/series/c2004a04426
- Disability Standards for Education. (2005). Retrieved from https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
- Gagné, F. (2008) Building gifts into talents: Overview of the DMGT. Keynote address, 10th Asia-Pacific Conference for Giftedness, Asia-Pacific Federation of the World Council for Gifted and Talented Children, Singapore, 14–17 July.Google Scholar
- Johnson, B., & Christensen, L. (2004). Educational research, quantitative, qualitative and mixed approaches. 2nd ed. Boston: Pearson Education Inc.Google Scholar
- Kemper, E., Stringfield, S., Teddlie, C. (2003). Mixed methods sampling strategies in social science research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research.Thousand Oaks: Sage.Google Scholar
- Leggett, D. G., Shea, I., & Wilson, J. A. (2010). Advocating for twice-exceptional students: an ethical obligation. Research in the Schools, 17(2), 1–10.Google Scholar
- Maker, C. J., & Udall, A. J. (1997). Giftedness and learning disabilities. Retrieved From http://www.ldonline.org/article/Gifted_and_Learning_Disabilities/6071. Accessed 13 May, 2009.
- Miles, M., & Huberman, A. M. (1994). Qualitative data analysis. 2nd ed. Newbury Park: Sage Publications Inc.Google Scholar
- Olenchak, F. R., & Reis, S. M. (2002). Gifted students with learning disabilities. In M. Neihart, S. M. Reis, N. M. Robinson & S. M. Moon (Eds.), The social and emotional development of gifted children (pp. 177–191). Austin, TX: Prufrock Press.Google Scholar
- Rogers, K. B. (2002). Re-forming gifted education: how parents and teachers can match the program to the child. Scottsdale: Great Potential Press Inc.Google Scholar
- Rogers, K. B. (2011). Thinking smart about twice exceptional learners: steps to find them and strategies for catering to them appropriately. In C. Wormald & W. Vialle (Eds), Dual exceptionality (pp. 57–70). Wollongong: University of Wollongong Printery.Google Scholar
- Yin, R. K. (2003). Case study research: design and methods. Thousand Oaks: Sage Publications.Google Scholar