The Dilemma of identifying giftedness lies in the fact that a disability is more noticeable and apparent than superior intellect. This is made complicated by observations that the gifted child attempts to compensate for the learning disabilities, masking the presence of both special conditions. At the same time, the disability often precludes further examination of the child’s intellectual capacity.

However, the definition of giftedness does not necessarily refer to absence of disability. The presence of one with the other, results in the phenomenon called “dual exceptionality.” In such cases, the special education’s aim is to accommodate the disability while helping the child develop to his/her full intellectual potential. The first step towards this aim is to first identify the giftedness beyond the disabilities. Here are the observed characteristics.

Gifted Students with learning Disabilities

The characteristics described here are not intensive. But if these are not intensive. But if these are observed in a child, it would be prudent for parents and teachers to investigate further and have the child undergo giftedness testing.

A learning disabled gifted studenthas a difficulty dealing with sequential tasks but has superior abstract reasoning.

A visually impaired gifted studenttypically demands perfection from himself but demonstrates extraordinary and creative problem solving skills.

A hearing impaired gifted studentsometimes has slow concept attainment but has superior reasoning abilities.