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Characteristics
of Gifted Students with Specific Disabilities
GIFTED STUDENTS WITH LEARNING DISABILITIES
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- High abstract reasoning
ability
- Good mathematical
reasoning ability
- Keen visual memory,
spatial skills
- Advanced
vocabulary
- Sophisticated sense of
humor
- Imaginative and
creative
- Insightful
- Exceptional ability in
geometry, science, arts, music
- Good problem-finding and
-solving skills
- Difficulty with
memorization, computation, phonics, and/or
spelling
- Distractibility and/or
disorganization
- Supersensitivity
- Perfectionism
- Grasp of metaphors,
analogies, satire
- Comprehension of complex
systems
- Unreasonable self
expectations
- Often, failure to
complete assignments
- Difficulties with
sequential tasks
- Wide variety of
interests
(Baum, Owen, & Dixon,
1991; Silverman, 1989)
Research indicates that in
many cases, a child is diagnosed with ADHD when in
fact the child is gifted and reacting to an
inappropriate curriculum (Webb & Latimer,
1993). The key to distinguishing between the two is
the pervasiveness of the "acting out" behaviors. If
the acting out is specific to certain situations,
the child's behavior is more likely related to
giftedness; whereas, if the behavior is consistent
across all situations, the child's behavior is more
likely related to ADHD. It is also possible for a
child to be BOTH gifted and ADHD. The following
lists highlight the similarities between giftedness
and ADHD.
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CHARACTERISTICS OF GIFTED STUDENTS WHO ARE BORED
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- Poor attention and daydreaming when
bored
- Low tolerance for persistence on tasks that
seem irrelevant
- Begin many projects, see few to
completion
- Development of judgment lags behind
intellectual growth
- Intensity may lead to power struggles with
authorities
- High activity level; may need less
sleep
- Difficulty restraining desire to talk; may
be disruptive
- Question rules, customs, and traditions
- Lose work, forget homework, are
disorganized
- May appear careless
- Highly sensitive to criticism
- Do not exhibit problem behaviors in all
situations
- More consistent levels of performance at a
fairly consistent pace
(Cline, 1999; Webb & Latimer, 1993)
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CHARACTERISTICS OF STUDENTS WITH ADHD
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- Poorly sustained attention
- Diminished persistence on tasks not having
immediate consequences
- Often shift from one uncompleted activity to
another
- Impulsivity, poor delay of
gratification
- Impaired adherence to commands to regulate
or inhibit behavior in social contexts
- More active, restless than other
children
- Often talk excessively
- Often interrupt or intrude on others (e.g.,
butt into games)
- Difficulty adhering to rules and
regulations
- Often lose things necessary for tasks or
activities at home or school
- May appear inattentive to details
- Highly sensitive to criticism
- Problem behaviors exist in all settings, but
in some are more severe
- Variability in task performance and time
used to accomplish tasks.
(Barkley, 1990; Cline, 1999; Webb & Latimer,
1993)
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QUESTIONS TO ASK IN DIFFERENTIATING BETWEEN GIFTEDNESS AND ADHD
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- Could the behaviors be responses to
inappropriate placement, insufficient challenge,
or lack of intellectual peers?
- Is the child able to concentrate when
interested in the activity?
- Have any curricular modifications been made
in an attempt to change inappropriate
behaviors?
- Has the child been interviewed? What are
his/her feelings about the behaviors?
- Does the child feel out of control? Do the
parents perceive the child as being out of
control?
- Do the behaviors occur at certain times of
the day, during certain activities, with certain
teachers or in certain environments?
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Tourette
Syndrome "Plus" © Copyright 1998 - 2005 Leslie
E. Packer, PhD. except as noted.
All rights reserved
This page last updated January 7, 2005.
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