The Incidence of Potentially Gifted Students Within a Special Education Population

Abstract

From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically advanced. Only 11.1% of these students were participating in programs for gifted and talented students with African Americans, Hispanics, or females significantly less likely to participate. The discussion considers the reasons behind these results and possible approaches for identifying and serving students within a current response-to-intervention approach.

The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria

“…Instead, the results suggest it may be more valid and useful to combine an intraindividual LD framework with absolute performance criteria and a functional model of LD in school-based RTI practices, psychoeducational assessments, and research contexts. Overall, the results of this study and the suggestions for improved practice highlight the need to conceptualize assessment as an integrated and individual-focused process that examines students' diverse strengths and weaknesses simultaneously (Gilman et al, 2013), in comparison with procedures and models that imply giftedness and LD status are mutually exclusive (Gilger & Hynd, 2008) and which may therefore fail to identify potential giftedness in students with learning disabilities and vice versa (see Barnard-Brak, Johnsen, Hannig, & Wei, 2015;Nielsen, 2002).…”

Aportes a la comprensión de la doble excepcionalidad: Alta capacidad con trastorno por déficit de atención y alta capacidad con trastorno del espectro autista

“…En cuanto al apoyo que se otorga a nivel educativo o clínico en la temática de la 2e, antes descrita, diversas investigaciones refieren que es muy difícil que el profesorado y otros actores educativos consideren a estudiantes con 2e para que estos grupos sean evaluados y puedan participar en programas especiales de enriquecimiento para la AC (Bianco y Leech, 2010;Foley-Nicpon et al, 2010;Reis et al, 2014;Ruban y Reis, 2005). Barnard-Brak, Johnsen, Pond Hannig y Wei (2015), en su estudio longitudinal de educación especial, refieren que 300 estudiantes que presentaban 2e de una muestra de 13.176 niños con algún diagnóstico en particular, solo el 11.1% asistía a programas y educación para niñez con talento, puesto que no se reconocían por su alta capacidad sino que esta se encontraba enmascarada. Habitualmente, lo que se entrega es un servicio "parcelado", es decir, el estudiantado solo es atendido en sus dificultades, quedando la AC relegada e invisibilizada.…”

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

“…Too often, this is the case. In a recent study of over 13,000 students with disabilities from the Special Education Elementary Longitudinal Study , only 11.1% of the 9.1% of students who had at least one score from the WJIII Tests of Achievement at or above the 90th percentile participated in any sort of gifted and talented program (Barnard‐Brak, Johnsen, Hannig, & Wei, 2015). This is a devastatingly small number, which demonstrates the high number of students whose talent development needs are not being met in our schools.…”