A Double Label: Learning Disabilities and Emotional Problems among Gifted Children

Abstract

Abstract. Many gifted children are "double labeled", namely in addition of being gifted they are also learning disabled and/or suffer from emotional, social or behavioral problems. This article will present the difficulties gifted children with a double label have to deal with, especially the difficulties in the educational system. Because of the double label the educational team faces a double challenge, in most cases without being equipped with the required knowledge or the support they need. This article will describe three case studies; techniques for intervention with such children and their families will be suggested.

Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?

“…In the international literature, interest in 2e students and their educational needs is increasing (Assouline, Foley Nicpon, & Huber, 2006;David, 2017;Wang & Neihart, 2015;Webb et al, 2016). To date, what is known from this literature is that 2e students are a special and distinctive population who simultaneously have a high cognitive abilitye.g., a logical-mathematical intelligence (Gardner, 1999) associated with an academic (e.g., mathematical) giftedness and a weakness associated with a disability such as SLD (gifted/SLD), ADHD (gifted/ADHD), ASD (gifted/ASD) or ED (gifted/ED).…”

Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling Part I: Between the Telephone Call and the Meeting

“…], Eating problems: mainly anorexia or bulimia. The moderate version is distorted self-image, striking as early as at age 6 [with girls affected at much younger age than boys -not only at a much higher frequency]; Discipline problems: the child misbehaves at school, at home or in both places; School refusal: the child refusal to go to school [or to the kindergarten] Behavioral problems, such as rage attacks, acting out, Self-harm or self-injury: scratching, biting, cutting, and the like, Suicidal threats or even suicidal attempts (David, 2016b).…”

School professional practices to reduce the educational problems of the Preparatory stage students from the teachers' perspective

“…Schools all over the world have recently suffered from student problems that seem clearly obvious, whether academic, behavioural, social or emotional, the school administration called for urgently solving them. These problems have become a major barrier in achieving the school's ultimate goal, which is to provide school ‫لتنمية‬ ‫وا‬ ‫ية‬ ‫لرتبو‬ ‫ا‬ ‫للبحوث‬ ‫لقومي‬ ‫ا‬ ‫املركز‬ ‫ـ‬ 91 ‫ـ‬ environment meet the needs of students (Athanasoula & Lazaridou, 2008).Many researchers (e.g., Tannenbaum, 2000;Rayneri, Gerber & Wiley, 2003;David, 2017) indicated that students' problems in preparatory school can show up as poor academic performance, lack of motivation for school, loss interesting in schoolwork, and poor relationships with peers or teachers.Many studies focused on academic outcomes and concern academic problems such as low attendance, decreasing academic achievement, and dropping out of school (Benner & Graham, 2009). There might be several reasons behind these academic problems.Students' connection with the school is one of the main reasons, and studies showed that developing a good connection with the school increases academic success and positive social behaviours.…”

“…Many researchers (e.g., Tannenbaum, 2000;Rayneri, Gerber & Wiley, 2003;David, 2017) indicated that students' problems in preparatory school can show up as poor academic performance, lack of motivation for school, loss interesting in schoolwork, and poor relationships with peers or teachers.…”

“…In this context, research findings (e.g. Rayneri et al, 2003;Attar, 2012;Qattan, 2016;Kocak, 2016;David, 2017) indicated that the neglect of schools for their students, and the inadequacy of curricula for their needs, dispositions and needs may lead to a failure in satisfying student's mental, cognitive and emotional aspects of personality, and losing enthusiasm and challenge, because of repetitive routines acts required in the classroom. Consequently, the curriculum that does not raise their imagination, recalling their attention and interesting to curiosity, challenge their abilities, lacks them opportunities to express their views, low academic achievement, and educational problems appears.…”