Annotated+Bibliography+of+Gifted+Students+with+Disabilities

Home Annotated Bibliography of Gifted Students with Disabilities Baum, S. (Ed.). (2004). //Twice-exceptional and special populations of gifted students.// Thousand Oaks, CA: Corwin Press.

This is a book of compiled articles that is part of a series called Essential Readings in Gifted Education. One article discusses the success of an enrichment program (using the Enrichment Triad Model) that was designed to meet the dual needs of these students. The results did show improvement in the students' self-regulation and achievement. Another article discusses a qualitative study that focused on gifted students at the university level and what strategies they used to be successful (and compensate for their disabilities). Two of the articles address the appropriate diagnosis and treatment of students with ADHD and Asperger's Syndrome.

Besnoy, K.D. (2006). //Successful strategies for twice-exceptional students.// Waco, Texas: Prufroc Press Inc.

The author, an active member of the NAGC holding a Ph.D. in curriculum, instruction, and special education with an emphasis in gifted education, specifically covers gifted students with learning disabilities in this book. He clearly delineates the special education laws and what they entail for twice-exceptional students. He covers general characteristics of these special learners, and then devotes a chapter to each of several types of learning disabilities (reading, math, writing, and spoken language) describing characteristics of gifted students with that SLD and how to successfully remedy the disability while enriching other areas. The author also gives programming recommendations to improve social issues.

Colorado Board of Education. (2009, July). //Twice exceptional students: Gifted students with disabilities (2nd Edition)//. Retrieved from http://www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf

The Colorado State Board of Education (along with collaborating gifted and special educators) created this incredible handbook defining and describing twice exceptional students. They use several graphics and tables to show the problems in identifying students and how to overcome those problems. Specific recommendations are given for instructional techniques.

Davis, G.A., Rimm, S. B., Siegle, D. (2010). //Education of the gifted and talented (6th Edition).// New York: Prentice Hall.

The authors devote an entire chapter to gifted children with disabilities. They discuss needs and specific issues preventing disabled gifted from being identified. Suggestions for better identification and specific programming for twice exceptional students are given, as well as some ideas for parents with gifted disabled children.

Goldstein, L.F. (2001). //Diamond in the rough.// Retrieved from http://www.ldonline.org/article/Diamond_in_the_Rough

The author uses the story of a young with twice-exceptionality to highlight that this groups of students is one of the most under-served in our schools today. She also mentions the twice-exceptionality of a few famous people to help the reader understand how important it is to serve these students. She lists the most likely gifted disabled to go unnoticed and then suggests ways to address their needs. She includes several quotes from teachers, parents, administrators and students that address feelings and frustrations on the subject, and offer ways to help.

McKenzie, R.G. (2010). The insufficiency of response to intervention in identifying gifted students with learning disabilities. //Learning Disabilities Research and Practice, 25//(3), 161-168.

The author discusses the recent trend of states to identify students with specific learning disabilities solely with the Response to Intervention (RTI) assessment model. Many critics have discussed the possibilities of false positives and the implications involved, but this author emphasizes the great risk of false negatives. In this case, false negatives are gifted students whose talents mask their specific learning disability. These students then go unidentified with this sole model in use. Thus begins the trend of not getting their needs met because their needs are ignored.

National Education Association. (2006). //The twice-exceptional dilemma.// Washington DC: Author.

This fantastic manual written by the National Education Association includes very succinct descriptions of the dilemma facing twice-exceptional students and why this dilemma should be a concern for educators. The NEA gives brief descriptions of specific types of twice-exceptional learners and gives identification considerations for teachers. There is also a section for the responsibilities of the classroom teacher that gives helpful, clear lists of suggestions. Unique to this source, a section on the community and local issues affecting education of the gifted disabled is included.

<span style="color: #800000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">National Association for Gifted Children. (2009). //Twice-exceptionality.// Retrieved from http://www.nagc.org/index.aspx?id=5094

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This is the NAGC's position statement on twice-exceptionality. NAGC gives the history of serving twice-exceptional students and details legislation that has affected this subgroup. They discuss specific disabilities and how they affect the gifted disabled child and finally, discuss best practice as it relates to the gifted disabled child.

<span style="color: #800000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Newman, T.M., & Sternberg, R.J. (Eds.). (2004). //Students with both gifts and learning disabilities: Identification, assessment, and outcomes.// New York: Kluwer.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">In this compilation of articles, the authors of the first few chapters suggest different approaches for identifying LD and that assessments should inform the intervention strategies. The next several articles extend the assessment theme to look for specific cognitive patterns within the population. For example, one article explores whether dyslexia is related to visual spatial talents. Finally, the last several articles discuss successes in programming and individuals in settings beyond high school. Ways we as teachers can foster that success is discussed in detail.

<span style="color: #800000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. //Intervention in School and Clinic,// 38, 131-137.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">The author addresses this article from the perspective of a teacher confused by students who can have dramatic strengths in some areas and profound weaknesses in others. She describes ways that teachers can serve these students as gifted in their areas of strengths and teach them compensation strategies in their areas of disability. The author offers specific instruction to teachers through personal experiences she's had as a teacher and in studying twice-exceptional students. Among these are teaching students to appreciate individual differences, teach content with concepts first and details after, help students to set realistic short-term goals and get credit for reaching them, and immerse all the senses in learning activities.

<span style="color: #800000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Yewchuk, C.R., & Biddy, M.A. (1989). The handicapped gifted child: Problems of identification and programming. //Canadian Journal of Education, 14 (1)//, 102-108.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">The authors discuss the idea that handicapped gifted children are usually chosen for special programming based on their handicaps instead of their gifts. The authors call for special programs that will recognize strengths and weaknesses of the thousands of Canadian youth who are gifted and handicapped.