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Introduction

Chapter
Part of the Neuropsychology and Cognition book series (NPCO, volume 25)

Abstract

Can students be both gifted and learning disabled? What are their characteristics and how can we meet their needs? These questions have haunted the field for over 30 years. Professionals concerned with the plight of these youngsters have written extensively supporting the idea of bright children who simultaneously struggle with school (Baum, Cooper, & Neu, 2001; Baum, Owen & Dixon, 1991; Fox, Brody, & Tobin, 1983; Maker, 1977; Reis et al; 1995; Whitmore, 1980; Whitmore & Maker, 1985). While this work has made a difference for many youngsters, others remain underserved and misunderstood. The following excerpt describes the frustration faced by many families who live with youngsters who are doubly different—exhibiting intellectual prowess on the one hand and struggling with academic tasks on the other.

Keywords

Learning Disability Compensation Strategy Spatial Ability Learn Disability Cognitive Profile 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

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Copyright information

© Springer Science+Business Media New York 2004

Authors and Affiliations

  1. 1.College of New RochelleUSA

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