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GIFTED CHILDREN WITH LEARNING DISABILITIES.
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Essay Subject:
Challenge to educators of gifted/learning disabled (LD) students.... More...
4 Pages / 900 Words
1 sources, 10 Citations, APA Format
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Paper Abstract:
Challenge to educators of gifted/learning disabled (LD) students. Coping strategies that could help gifted LD students thrive in school. Practical applications for the special educator. Paper based on M. Coleman's 2001 article, "Surviving or Thriving? Gifted Middle School Boys with Learning Disabilities." Contends that educational programs need to focus on students' strengths.

Paper Introduction:
Gifted Students with Learning Disabilities Coleman (2001) sought to explore the particular challenge to educators of children who seem to possess great potential although they also demonstrate significant difficulties in school. The focus in the article was on responses given by twenty-one gifted/learning disabled (LD) boys in grades 6 - 9 who had been identified as learning disabled by the North Carolina exceptional children’s guidelines but who each had at least one measured IQ score of 125 (Coleman, 2001, p. 3). From these responses, Coleman drafted a table of coping strategies that could help gifted/LD students thrive in school. Coleman interviewed the 21 boys about scenarios structured around four themes: failing a test you thought you would pass, substandard report cards, spelling problems and an inability to remember fact

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But educatorsmust also teach students how to creatively cope with all situations. The most significant aspect ofPatten's study is that it was Einstein's parents rather than his educatorswho recognized his gifts despite his apparent learning disabilities.Coleman, therefore, properly uses Einstein's history as a cautionary talefor educators. In fact, the boys seemed to find reassurance from theknowledge that other students had the same experiences as themselves(Coleman, 2 1, p. Impropertreatment by educators of gifted/LD students can often increase suchstudents' frustration and self-image problems. Coleman's article offers several important, practical applications forthe special educator. What is particularly promising about Coleman's interviews with theboys was the revelation in their responses that they are well aware thatthey need to develop coping strategies specific to each of their ownsituations. They also set up a quiet room at home, where theystudied under their parents' supervision. Coleman stresses the significance of learning to educate gifted/LDstudents effectively by pointing out the histories of several men ofeminence who apparently suffered from learning disabilities when they wereyoung. At school, they also requestedextra credit work and learned to take small breaks when their frustrationseemed to be working against them. What becomes apparent from Coleman's article is the need to focus onchildren as individuals rather than as standardized test results.Coleman's articles seems to be a must-read for every special educator, butparticularly for any who feel they have a student who may be gifted/LD butwho has not yet learned to adapt his or her school and study strategies tohis or her own learning ability and method. Based on the boys' responses, Coleman drafted a table of coping toolsfor gifted/LD students. Coleman'sinterviews of the 21 boys demonstrated clearly that such students need toknow that persons in authority understand that the students apparentfailure to do well is usually not for lack of trying. As far as the schoolenvironment, Coleman outlines the three primary areas that requiresuccessful coping skills as noted by Calhoun and Beattie (1987): studyskills and organization, communication, and social skills. Second, educational programs must focus on students' strengths ratherthan their weaknesses. She also looks at Patten's 1973 examination of Albert Einstein'sbehavioral problems, poor spelling and weak language expression during hisschool years (Coleman, 2 1, p. Coleman alsopoints out that Richards (1981) also argues for a switch to teachingstudents to adapt to using their particular strengths rather than focusingon remedial learning (Coleman, 2 1, p. Coleman interviewed the 21 boys about scenarios structured around fourthemes: failing a test you thought you would pass, substandard reportcards, spelling problems and an inability to remember facts and details,and problems with reading speed (Coleman, 2 1, p. 5-7). Gifted Students with Learning Disabilities Coleman (2 1) sought to explore the particular challenge to educatorsof children who seem to possess great potential although they alsodemonstrate significant difficulties in school. (Summer 2 1). 3). Coleman found thatall of the boys could personally relate to each of the scenarios presented,and each generally provided a thoughtful response, often with advice forthe other students. "Surviving or thriving? 7-9). 3). The boys' responses to the interviews provided specific copingstrategies that the boys used to succeed in school. References Coleman, M. 2). First, both parents and educators must demonstrateto gifted/LD students that their problems are not unique and that they canbe solved through creative and individualized thinking. She breaks the table down into four majorheadings: Strategies used to cope with their environment, strategies tocope with academic content, strategies for test taking, and generalstrategies, which include general words of encouragement and suggestionsthat students communicate their needs to parents and educators as much aspossible (Coleman, 2 1, pp. From these responses,Coleman drafted a table of coping strategies that could help gifted/LDstudents thrive in school. The current deficit-driven/compensation model ofspecial education programming can become blind to a student's gifts becauseit focuses too much on the student's apparent deficiencies. 2-3). Gifted middleschool boys with learning disabilities." Gifted Child Today Magazine: 1-12. Thepurpose of education, after all, is to teach children to adapt to andprosper in the world outside the classroom. Thus, Colemannotes that Elkind (1983) argues for a more individualized as opposed tostandardized testing and evaluation of students' abilities. 2). Such coping strategies demonstrate aself-awareness and an acceptance of their particular difficulties of whicheducator would do well to take note. For example, she cites Thompson's 1971 article in which he tellsthe stories of brain surgeon Harvey Cushing and sculptor Auguste Rodin,both of whom demonstrated learning disabilities in their early schoolyears. For example, the boyswould request extra time to take tests, or a quiet room so that they wouldnot be distracted. 1). Third, special educators must learn how to counsel their students todevelop positive coping behaviors (Coleman, 2 1, p. They boys' responses arecompelling, for they reveal not only these students' frustrations, but alsotheir strong desire to succeed and to make themselves and their parentsproud. Educators must learn toteach students creative coping strategies, including ways for students todevelop their own coping strategies for the school environment as well asthe world outside (Coleman, 2 1, pp. The focus in the articlewas on responses given by twenty-one gifted/learning disabled (LD) boys ingrades 6 - 9 who had been identified as learning disabled by the NorthCarolina exceptional children's guidelines but who each had at least onemeasured IQ score of 125 (Coleman, 2 1, p. 4). Also clear from theinterviews were the boys' fear of disappointing their parents as well astheir frustration that their hard work and dedication sometimes did notseem to be paying off (Coleman, 2 1, pp.

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