Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review

Abstract

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.

Learning Disabilities Teachers' Attitudes About Professional Development to Address the Needs of Students with Gifted and Learning Disabilities (SGLD): A Qualitative Study

“…Moreover, it is important to note that the lack of training in giftedness by learning disabilities teachers means they are unaware of the existence of SGLD and therefore, are unable to identify the characteristics of such students and make the appropriate referrals. The reason for this is because in eh literature, SGLD is usually discussed in terms of giftedness (Alkhunaini, 2013;Beckmann & Minnaert, 2018). Despite some teachers claiming to have observed students who exhibit both giftedness and learning disabilities within their classrooms, the emphasis in the Saudi education system is placed on a deficit model; as demonstrated in this study, teachers generally focus on learning disabilities and solely address these.…”

High ability students with coexisting disabilities: Implications for school psychological practice

“…Duality in profiles of gifted students with SLD may extend to psychosocial factors. Beckmann and Minnaert (2018) conducted a systematic review of studies examining noncognitive or psychosocial characteristics among high ability students with SLD. Authors summarized 23 studies with various methodologies to find common characteristics among participants.…”

“…Numerous qualitative studies (e.g., Park et al, 2018; Rubenstein et al, 2015) have identified parents' continuous need to advocate due to educators not understanding twice‐exceptionality or focusing solely on their child's disability. Knowledge of twice‐exceptionality, both in and out of gifted education, is important to identify and provide twice‐exceptional students requisite educational and occupational opportunities. Note variability in psychosocial factors, such as motivation or educational engagement (Beckmann & Minnaert, 2018), may represent an undiagnosed twice‐exceptionality. For example, gifted students who also have an SLD may feel frustrated by the gap between their very high potential and their relatively average or below‐average academic achievement (Beckmann & Minnaert, 2018), unlike the typically developing student whose academic growth is progressing at a grade‐expected rate that is consistent with their ability or potential. Recognize and support strengths‐based approaches in our schools.…”

“…Knowledge of twice‐exceptionality, both in and out of gifted education, is important to identify and provide twice‐exceptional students requisite educational and occupational opportunities. Note variability in psychosocial factors, such as motivation or educational engagement (Beckmann & Minnaert, 2018), may represent an undiagnosed twice‐exceptionality. For example, gifted students who also have an SLD may feel frustrated by the gap between their very high potential and their relatively average or below‐average academic achievement (Beckmann & Minnaert, 2018), unlike the typically developing student whose academic growth is progressing at a grade‐expected rate that is consistent with their ability or potential. Recognize and support strengths‐based approaches in our schools. There is ample evidence to suggest this is the approach of choice with twice‐exceptional children in general (e.g., Baum & Olenchak, 2002), as well as for specific populations of twice‐exceptionality (Fugate & Gentry, 2016).…”

Altas capacidades y tdah: una doble excepcionalidad poco abordada

“…Esta condición representa un tema actual de importancia en la investigación científica, pues su identificación e intervención se vuelve un reto dentro de las aulas. Se considera doblemente excepcionales a los sujetos que, por un lado, se localizan en un rango excepcional correspondiente a su alto potencial y habilidades cognitivas, académicas y creativas y, por otro lado, se ubican en un extremo inferior de excepcionalidad debido a la presencia de algún trastorno relacionado a su aprendizaje (Beckmann y Minnaert, 2018).…”