THE RESOURCE GROUP FOR GIFTED AND LEARNING DISABLED

November-December 1996 Volume 1 Bulletin 2

"We are a group of parents and educators striving to raise the awareness of the general population to this special group of individuals. We will contine to share whatever knowledge we discover and advocate for the Gifted and Learning Disabled in a non-adversarial manner."

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A message from the editor:

As promised in our first issue, we are including an article review for this issue. We hope this will provide you with a starting point in identifying a Gifted/LD person.

REVIEW

Silverman, Linda Kreger (1989), "Invisible Gifts, Invisible Handicaps." Roeper Review, Vol 12, No 1, pgs 37-42.

In this sometimes seemingly technical article, Linda Silverman presents a wealth of information. Ms. Silverman is a licensed pyschologist and at the time of this article was director of the Gifted Child Development Center. While we encourage people who want to know more about this paradox to read this article, it may be technically overwhelming. However, for someone who is looking for characteristics of the gifted/learning disabled, this article is a starting place.

If you are seeking some starting point to help a child who is not performing well at school academically, and perhaps socially, here is one list from the article of characteristics observed in gifted/learning disabled students for you to consider:

Characteristics

• Perfectionistic - to the point that they may not start and/or complete assignments or other activities because they are afraid they won't be perfect.
• Super sensitive - child may either cry or show inappropriate anger over a minor setback.
• Lacks social skills - may not know when to start or stop talking.
• Socially isolated - has difficulty making and/or keeping friends.
• Unrealistic expectations - may make plans that are difficult, if not impossible, to complete.
• May seem hyperactive - more movement than is socially acceptable, possibly caused by boredom or inability to complete a task.
• Distractible - goes off on a tangent.
• Motor skill problems - may have illegible, labored handwriting.
• Chronically inattentive - pays attention to too many things, instead of just one or two.
• Frustrated by the demands of the classroom - each year may have incrementally more trouble with school work.
• Fails to complete assignments - on a regular basis.
• Excessively critical of self and others.
• Rebellious against drill & excessive repetition - questions teachers and parents about the need for assignments.
• Puts down the work that they are required to do - i.e. "The work is dumb."
• Becomes an "expert" in one area & dominates discussions with their expertise both at home and in school. (p. 37)

Not only are these gifted/learning disabled characteristics, they also coincide with gifted underachieving characteristics. You are not going to see all of these in one individual, but if you see more than a couple, you'll need to begin more serious obervations of your own that you can share with a spouse (if a parent) or another adult. At some point you should share these observations with your child and his/her teacher. If you are a teacher, you should communicate these observations to the child's parents. They may be seeing similar types of things.

The journal, Roeper Review, and others are available at the Curry School of Education Library located on the third floor of Ruffner Hall located on the UVA grounds off Emmet Street (Rt 29). You may recognize it as the building connected to the walking bridge across from the parking garage. The Education Library also has a website.

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Last maintained June 10, 2001.