Compensation Strategies Used by High-Ability Students With Learning Disabilities who Succeed In College

Abstract

To investigate how high-ability students With c rnllig disabilities succeed in postsecondary academic environ-M 3hg I I _ ments, 12 Young adults 'With disabilities who wer stic -_ cessful at the university level were studied. Exteiisi-s d interviews with these young adults provided examples o fM the problems faced by high-ability students writh leIarning disabilities, as well as the specific compensation strategies i thev used to address and overcome these problems. [our g ___ of the participants had been identified as having a learn-_ ing disability ih elementary school; six were identified inl /_ junior or senior high school; and o were rot diagnosed until college. The participants believed that having a . learning disability was considered by elemrientary or secotidary school personnel as synonymous with belowaverge ability. They reported that content retmiediatinol, rather than instruction in compensatory strategies, was usually provided in elementary -ind secondary school 8 at learning disability progTams. In this article, the coMPellnsation strategies used by academically gifted students who 3 _ _ succeeded in college are discussed. These include: study \ strategies, cognitive/learning strategies. colllpensatorVn _ _ supports, environmental accommodations, opportunities _ for counseling, self-advocacy, and the development of ani individual plan incorporating a focus on tnetacognition and ecutive functions. Although researchers have reported that gifted students tY t with learning disabilities are often productive in nonacademic tI | CCS settings

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

“…For instance, Reis, McGuire, and Neu (2000) found that one strategy for academic success of 2e students was the acquisition of an excellent attitude toward difficulties. They discovered that some 2e students who succeeded in college emphasized their strong belief in their own potential and a willingness to go to great lengths to realize that potential.…”

“…They discovered that some 2e students who succeeded in college emphasized their strong belief in their own potential and a willingness to go to great lengths to realize that potential. Studies (Reis et al, 1997(Reis et al, , 2000 discovered the positive relationship between self-perception and academic achievement of gifted students with learning disabilities (LDs). However, there remains a dearth of empirical research that investigates the relationship between self-perception and academic achievement in other twiceexceptional groups, namely, those who are gifted with an emotional disorder, gifted with a physical disability, or gifted with a psychological dysfunction.…”

Is there still a need for gifted education? An examination of current research

“…In one study, for example, half of the gifted students with learning disabilities enrolled in a competitive university experienced emotional difficulties and sought counseling (Reis, Neu, & McGuire, 1997). Learning disability programs are often targeted for less advanced students and differentiation is necessary if gifted students with learning disabilities are to be both challenged and learn how to use compensation strategies to learn how to be successful in an academic setting (Reis, McGuire, & Neu, 2000;Reis et al, 1997).…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…Les quelques recherches à cet égard ont tout de même révélé que des interventions spécifiques visant le développement des habiletés métacognitives auprès d'apprenants en difficulté contribuent à une meilleure réussite scolaire (Mason, 2004;Reis, McGuire et Neu, 2000;Trainin et Swanson, 2005). En situation d'écriture, d'autres études ont soulevé le fait que des périodes réser-vées aux discussions entre les élèves, de même qu'entre l'enseignant et les élèves, avant la démarche rédactionnelle, peut contribuer à améliorer la compétence à écrire un texte (Berninger, Vaughan, Abbott, Begay, Coleman, Curtin, Hawkins et Graham, 2002).…”