Cognitive and psychosocial characteristics of gifted students with written language disability

• Autores: Susan G. Assouline, Megan Foley Nicpon, Claire Whiteman
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 54, Nº 2, 2010, págs. 102-115
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Gifted and talented students who also have a specific learning disability (SLD) are typically referred to as twice-exceptional and are among the most underserved students in our schools. Previous special education laws promoted a wait-to-fail approach; therefore, gifted students with SLD often were overlooked because their average academic performance was not "failure" enough. The flip side to this was the fact that students' giftedness, as measured by general ability tests, often was masked by average, yet relatively weak, academic achievement. They were not only waiting to fail, they were failing to flourish. The authors present the data gathered from 14 gifted students with SLD, specifically a disorder of written expression. Students were determined to be gifted if they earned a score of 120 (Superior) on the Verbal Scale of a cognitive ability test. They were considered to have a written language disability through an evaluation of their written language skills. The average Verbal IQ for the group was close to a standard score of 130, whereas the average Written Language Score was close to a standard score of 99. In addition to the cognitive profile for these students, the authors obtained measures of their psychosocial functioning. On average, parents, teachers, and students reported typical adaptive behavior, yet group elevations also were present on several clinical scales. The authors' main conclusion is that a comprehensive assessment plays a critical role in (a) determining whether a student is twice-exceptional, (b) identifying the possibility of psychosocial concerns, and (c) developing educational recommendations.