Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities

Abstract

Gifted students who experience difficulty with reading, mathematics, spelling, handwriting, and organization frequently become frustrated at an early age. Well-intentioned teachers attempt to remediate their weaknesses; yet, these youngsters still feel alone in the classroom. Moreover, their academic limitations often mask enormous talent, which seldom has an opportunity to surface. Thus, gifted learning-disabled students require curriculum that develops their special talents and provides them strategies to compensate for problematic weaknesses. This article discusses the dual characteristics of gifted learning-disabled students and suggests a unique curriculum that integrates both through talent development. Developed through Project HIGH HOPES, funded federally by the Javits Act (1993)(1994)(1995)(1996), this dually differentiated curriculum offers strategies for addressing students' learning problems while fulfilling their need for sophisticated challenge through advanced-level content and a focus on solving authentic, real-world problems.

A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities

“…The research team included a table that listed sources for both strategies to enhance giftedness and compensation strategies, all of which have been researched by leaders in the gifted education field. In addition, they described proposals by those in the field that may not have empirical SLD/GT Case Study 12 evidence to support them, including academic acceleration (Assouline & Whiteman, 2011), interest-based learning with authentic curriculum (Baum et al, 2001;Hua, 2002), and strength-oriented accommodations (Leggett, Shea, & Wilson, 2010;Pereles, Omdal, & Baldwin, 2009). …”

“…Likewise, Baum, Cooper, and Neu's (2001) description of Project High Hopes indicated that helping GT/SLD students focus on problem-solving, analysis, creativity is beneficial to them educationally. But, as Foley Nicpon pointed out in 2011, the focus of empirical research on GT/SLD specific interventions, including the part assistive technology may play is not extensive enough for the field to "rest on its laurels".…”

“…Over time, gifted/learning disabled education has received increasing attention in developing and providing appropriate educational programming for these students (Baum, 1988;Bees, 1998;Hishinuma & Nishimura, 2000;Rogers, 2011;Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003;Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, 2002), in addition to integration and teaching strategies (Baum, Cooper, & Neu, 2001;Bisland, 2004;Rogers, 2011). Crim, Hawkins, Rubin, andJohnson (2008) compared the accommodations provided by the IEPs of SLD/low-ability (n=225), SLD/average ability (n = 708, and SLD/high ability (n = 112) students.…”

Transition and Students With Twice Exceptionality

“…The timing of appropriate accommodations such as acceleration is critical for students experiencing 2E so there is opportunity to demonstrate their ability and compensate for their difficulties (Colangelo, Assouline, & Gross, 2004). A process referred to as dual differentiation was suggested in the gifted education literature calling for a concentration on the giftedness while also providing opportunities to learn compensatory strategies for their difficulties (Baum, Cooper & Neu, 2001). There are few successful programs designed to transition students experiencing 2E from primary through to high school.…”

Differentiated Learning by Using Innovation and Engineering Technology

“…Although most teachers today are quick to recognize the importance of using technology in their classrooms (Roblyer, 1993) SMART Boards allow teachers to teach and share information with students in a multiplicity of ways [5].…”