Abstract
- Boodoo, G. M., Bradley, C. L., Frontera, R. L., Pitts, J. R., & Wright, L. B. (1989). A survey of procedures used for identifying gifted learning disabled children. Gifted Child Quarterly, 33, 110–114.
- Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.
- Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond. Upper Saddle River, NJ: Merrill/Prentice Hall.
- Coleman, M. R., & Gallagher, J. J. (1992). State policies for identification of nontraditional gifted students. Gifted Child Today, 15(1), 15–17.
- Davis, G. A, & Rimm, S. B. (1994). Education of the gifted and talented (3rd ed.). Needham Heights, MA: Allyn and Bacon.
- Gallagher, J. J., & Gallagher, S. A. (1994). Teaching the gifted child. Needham Heights, MA: Allyn and Bacon.
- Karnes, F. A., Stephens, K. R., & Whorton, J. E. (2000). Certification and specialized competencies for teachers in gifted education programs. Roeper Review, 22, 201–202.
- Minner, S. (1990). Teacher evaluations of case descriptions of LD gifted children. Gifted Child Quarterly, 34, 37–39.
- Minner, S., Prater, G., Bloodworth, H., & Walker, S. (1987). Referral and placement recommendations of teachers toward gifted handicapped children. Roeper Review, 9, 247–249.
- Mississippi Department of Education. (1994). Regulations for gifted education programs. Jackson, MS: Author.
- Reis, S. (2000). Reading and writing problems of high school gifted students with learning disabilities. In K. Kay (Ed.), Uniquely gifted: Identifying and meeting the needs of the twice-exceptional student (pp. 206–226). Gilsum, NH: Avocus.
- Silverman, L. K. (2000). The two-edged sword of compensation: How the gifted cope with learning disabilities. In K. Kay (Ed). Uniquely gifted: Identifying and meeting the needs of the twice-exceptional student (pp. 153–159). Gilsum, NH: Avocus.
- Tallent-Runnels, M. K., & Sigler, E. A. (1995). The status of the selection of gifted students with learning disabilities for gifted programs. Roeper Review, 17, 246–248.
- U.S. Department of Education. (2003, May). Office of Elementary and Secondary Education; Jacob K. Javits Gifted and Talented Students Education Program; Notice inviting applications for new awards for fiscal year (FY) 2003 and establishing two absolute priorities. Federal Register, 68(97), 27546–27550.
- Volume 27
- Issue 4
- Publication Date: Fall 2004
Gifted Student With Disabilities: Are We Finding Them?
Frances A. Karnes and Elizabeth Shaunessy
Advocates of gifted children have emphasized the importance of identifying and serving gifted students with disabilities in programs for the gifted and talented (Boodoo, Bradley, Frontera, Pitts, & Wright, 1989; Coleman & Gallagher, 1992; Tallent-Runnels & Sigler, 1995). Gifted students with disabilities are a relatively new category among the gifted (Gallagher & Gallagher, 1994). Estimates of the number of gifted students with disabilities range from 120,000 to 180,000 (Davis & Rimm, 1994), to as many as 540,000 (Minner, 1990). However, data supporting these estimates have been sparse. A review of the literature revealed only two statewide studies on the number of identified and served gifted students with specific learning disabilities; however, research efforts documenting all populations of gifted/disabled, including gifted/autistic, gifted/deaf/blind, gifted/developmentally delayed, gifted/emotionally disabled, gifted/hearing impaired, gifted/mentally retarded, gifted/multiple disability, gifted/speech or language impaired, gifted/traumatic brain injured, or gifted/visually impaired, were not present in the literature.
Cart Summary
Your cart is empty.