1. Twice Exceptional Students: Gifted Students with Disabilities Melissa Myers

2. Description "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

3. Description Gifted/LD students are students of superior intellectual ability who exhibit a significant discrepancy in their level of performance in a particular academic area such as reading, mathematics, spelling, or written expression. Their academic performance is substantially below what would be expected based on their general intellectual ability. Gifted/LD students are students of superior intellectual ability who exhibit a significant discrepancy in their level of performance in a particular academic area such as reading, mathematics, spelling, or written expression. Their academic performance is substantially below what would be expected based on their general intellectual ability.

4. Characteristics These students all possess outstanding gifts or talents, but have a disability that makes academic achievement difficult These students all possess outstanding gifts or talents, but have a disability that makes academic achievement difficult

5. Positive Characteristics highly creative and enjoy a wide range of interests highly creative and enjoy a wide range of interests curiosity; a sophisticated sense of humor; curiosity; a sophisticated sense of humor; good visual memory; good visual memory; the ability to grasp metaphors and analogies; the ability to grasp metaphors and analogies; advanced vocabulary; advanced vocabulary; exceptional ability in geometry, science, arts, and music; exceptional ability in geometry, science, arts, and music; good listening comprehension; good listening comprehension; advanced analytic skills advanced analytic skills

6. Negative Characteristics academic difficulties and require remediation or specialized instruction. academic difficulties and require remediation or specialized instruction. easily frustrated and suffer from low self- esteem. easily frustrated and suffer from low self- esteem. difficulty with activities that require rote memorization and sequencing, as well as problems with computation, phonics, and spelling. difficulty with activities that require rote memorization and sequencing, as well as problems with computation, phonics, and spelling. Many have poor handwriting Many have poor handwriting poor organizational skills poor organizational skills frequently perform poorly on timed tests frequently perform poorly on timed tests

7. Tips for Parents First, always remember that a parent is a child's most effective and best advocate! No one knows a child and his or her learning disability better than a parent who has the most invested in his or her future. First, always remember that a parent is a child's most effective and best advocate! No one knows a child and his or her learning disability better than a parent who has the most invested in his or her future.

8. Tips (cont.) Organizing IEP or 504 Documentation is Key Organizing IEP or 504 Documentation is Key Understand the Learning Disability Understand the Learning Disability Be Prepared for IEP, 504 and All School Meetings Be Prepared for IEP, 504 and All School Meetings Document Meetings and Calls With the Special Education Department Document Meetings and Calls With the Special Education Department Never Sign an IEP or 504 Without Reading It Never Sign an IEP or 504 Without Reading It Be Willing to Compromise With the Special Education Department Be Willing to Compromise With the Special Education Department

9. If Dr. Seuss had a gifted child.... Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am. Your son won't do what he must do. He drives me crazy, yes it's true! He will stall and squirm and hum, and leave all of his work undone. He dreams and will not pay attention, have you considered medication? With other kids he does not play, he is alone much of the day. Something does not seem quite right, because I know he must be bright. He seems to learn, despite the rest, but the work is not his best. He is disruptive, yes it's true. He just won't do what he must do! Yes, teacher, I can really see, how frustrating all this must be, A child who does not meet the norm, a child whose mold won't fit the form. I've had him tested on WISC-III, by your approved test agency. He scores far higher than the mean, there's more to this that can be seen. Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am. Your son won't do what he must do. He drives me crazy, yes it's true! He will stall and squirm and hum, and leave all of his work undone. He dreams and will not pay attention, have you considered medication? With other kids he does not play, he is alone much of the day. Something does not seem quite right, because I know he must be bright. He seems to learn, despite the rest, but the work is not his best. He is disruptive, yes it's true. He just won't do what he must do! Yes, teacher, I can really see, how frustrating all this must be, A child who does not meet the norm, a child whose mold won't fit the form. I've had him tested on WISC-III, by your approved test agency. He scores far higher than the mean, there's more to this that can be seen.

10. So help us, help us find the way, to teach this child best if we may. He is not like the rest you see, he acts and thinks far differently. We need another way to teach him, another way to finally reach him. Not the normal thing you do, but something altogether new! What! Something new - go bar the door! We've not done it that way before! If we do this thing for you, then all the rest will want it too! Change our ways, that can't be done. Same for all, not changed for some. All children are gifted, yes it's true! Just MAKE him do what he must do! So help us, help us find the way, to teach this child best if we may. He is not like the rest you see, he acts and thinks far differently. We need another way to teach him, another way to finally reach him. Not the normal thing you do, but something altogether new! What! Something new - go bar the door! We've not done it that way before! If we do this thing for you, then all the rest will want it too! Change our ways, that can't be done. Same for all, not changed for some. All children are gifted, yes it's true! Just MAKE him do what he must do!

11. Please, please, teacher, hear me through. The laws say you must help us, too. His needs are different than the rest, we CAN help him to do his best. We can make this easy too, it will not be more work for you. This can work out, you will see. Try it, try it, please, for me? All right, all right, if I must. I still maintain this is not just. But first there is red tape you see, tests and checks and IEP. And after weeks and months of proving, finally we can begin moving. Then I'll try it and we'll see, if this method is the key. Hey, I see something, yes I do! We have found something he will do! No more fiddle, squirm and hum, no more worksheets left undone. He's zipping through, he's learning fast, he's doing his best work at last. Why did I put up a fight? I guess dear Mom, that you were right. Please, please, teacher, hear me through. The laws say you must help us, too. His needs are different than the rest, we CAN help him to do his best. We can make this easy too, it will not be more work for you. This can work out, you will see. Try it, try it, please, for me? All right, all right, if I must. I still maintain this is not just. But first there is red tape you see, tests and checks and IEP. And after weeks and months of proving, finally we can begin moving. Then I'll try it and we'll see, if this method is the key. Hey, I see something, yes I do! We have found something he will do! No more fiddle, squirm and hum, no more worksheets left undone. He's zipping through, he's learning fast, he's doing his best work at last. Why did I put up a fight? I guess dear Mom, that you were right.

12. Website Links http://findarticles.com/p/articles/mi_m 0NQM/is_2_44/ai_n13783928/#Busi ness/ http://findarticles.com/p/articles/mi_m 0NQM/is_2_44/ai_n13783928/#Busi ness/ http://findarticles.com/p/articles/mi_m 0NQM/is_2_44/ai_n13783928/#Busi ness/ http://findarticles.com/p/articles/mi_m 0NQM/is_2_44/ai_n13783928/#Busi ness/ http://www.prufrock.com/client/client _pages/GCT_Readers/Disabilities/C h._11/Gifted_Students_Who_Are_Le arning_Disabled.cfm http://www.prufrock.com/client/client _pages/GCT_Readers/Disabilities/C h._11/Gifted_Students_Who_Are_Le arning_Disabled.cfm http://www.prufrock.com/client/client _pages/GCT_Readers/Disabilities/C h._11/Gifted_Students_Who_Are_Le arning_Disabled.cfm http://www.prufrock.com/client/client _pages/GCT_Readers/Disabilities/C h._11/Gifted_Students_Who_Are_Le arning_Disabled.cfm http://giftededucation.suite101.com/a rticle.cfm/encouraging_parent_advoc acy_for_2e_students http://giftededucation.suite101.com/a rticle.cfm/encouraging_parent_advoc acy_for_2e_students http://giftededucation.suite101.com/a rticle.cfm/encouraging_parent_advoc acy_for_2e_students http://giftededucation.suite101.com/a rticle.cfm/encouraging_parent_advoc acy_for_2e_students