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Gifted Students with Learning Disabilities: A Review of Differentiated Teaching Approaches

Shaila Bi*

Department of Education, Aligarh Muslim University, Aligarh, Uttar Pradesh, India.

Periodicity:October - December'2023
DOI : https://doi.org/10.26634/jpsy.17.2.19423

Abstract

Gifted students with learning disabilities have exceptional capabilities and can perform well, but their disability may impede their academic success. Being gifted and learning disabled seems paradoxical. The most misjudged, misunderstood and ignored students and community members are gifted students with learning disabilities. Research about disability started a long ago, yet there is no specific classification of gifted students with learning problems. These students struggle to reach their full potential in the school system because they are hard to recognize. It is vital to remember that teachers and parents frequently identify gifted children with learning disabilities (GSLD). Because they know the child's weaknesses and strengths best and facilitate them with appropriate measures and strategies to enrich their talent. They may feel helpless and unmotivated due to confusion over their remarkable gifts and sharp inadequacies. Their talents and strength should be developed to assist in participating in school activities, but interventions are also needed to reduce their limitations. This paper addresses a specific group of children: gifted students with learning disabilities. Characteristics of this population are discussed along with strategies for identifying such students in the classroom. It also discussed the differentiated teaching approaches, theoretical implications, and arguments about gifted disabled students to address their strengths and weaknesses.

Keywords

Giftedness, Gifted Students, Learning Disabilities, Gifted Students with Learning Disabilities (GSLD), Teaching Approaches, Theoretical Implications.

How to Cite this Article?

Bi, S. (2023). Gifted Students with Learning Disabilities: A Review of Differentiated Teaching Approaches. i-manager’s Journal on Educational Psychology, 17(2), 62-73. https://doi.org/10.26634/jpsy.17.2.19423

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