Gifted students with learning disabilities: who are they?

Area of Science:

• Educational Psychology
• Psychoeducational Assessment

Background:

• The concept of gifted students with learning disabilities (LD) was first described over 20 years ago.
• In the last decade, multiple identification criteria have been proposed for this dual-exceptional population.
• Concerns exist regarding the research basis of many proposed assessment practices.

Purpose of the Study:

• To critically evaluate current identification criteria and assessment practices for gifted students with learning disabilities.
• To highlight the potential negative consequences of uncritical acceptance of existing identification models.
• To provide recommendations for future research and clinical practice.

Main Methods:

• Literature review and critical analysis of existing research on identification criteria for gifted students with LD.
• Examination of psychoeducational assessment practices in relation to research evidence.
• Discussion of theoretical underpinnings and practical implications.

Main Results:

• Many proposed identification criteria and assessment practices lack empirical support.
• Some assessment methods have been contradicted by recent research findings.
• Uncritical acceptance has led to unsound identification and poorly targeted interventions.

Conclusions:

• There is a need for evidence-based identification procedures for gifted students with learning disabilities.
• Current practices may result in misidentification and inappropriate educational or clinical interventions.
• Future research should focus on developing and validating reliable assessment tools and intervention strategies.