Gifted students with learning disabilities: implications and strategies for school counselors

Professional School Counseling,  Oct, 2001  by Adriana G. McEachern,  Javier Bornot

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Consultation With Parents

Parents of gifted students with learning disabilities often present themselves to school counselors with concerns. The concerns may include, "Everyone says my child is bright, but she doesn't seem to be performing up to her level at school," or "My child is really smart, but the teachers do not seem to be able to challenge him. He is bored, lacks interest, and is not working up to his potential in the classroom." Parents of these children perceive discrepancies between their children's intellectual abilities and school performance, and seek answers to help their children learn. Professional school counselors can help by consulting with the parents to provide information on the diagnosis and to suggest strategies that help support the educational process of their children (Snyder & Offner, 1993). Counselors should work to reduce the tension that may exist between parents, teachers, and students, and to facilitate development of appropriate emotional responses (Mendaglio, 1993). Counselors can advise parents that it will be counterproductive to the results they seek to embarrass or belittle these children in front of their peers (Snyder, 2000). Instead, school counselors can gently encourage parents to speak to these students in private to discipline them and correct their behavior (Snyder, 2000).

It is important for parents to develop an accurate picture of the child's giftedness and learning disability (Whitmore, 1985). Therefore, they can benefit from special meetings planned for the purpose of providing opportunities to vent and discuss feelings of anger and frustration that often result from parenting these special children (Daniels, 1983). Support groups can be created so interested parents can meet on a regular basis outside the school setting. In these groups parents can (a) share similar concerns regarding the parent-child relationship (b) gain competence and confidence in parenting, and (c) discuss strategies for implementing change in the family system (Orton, 1996). Parents appreciate it when their opinions are valued; therefore, counselors need to invite them to participate in the planning process. When introducing the concept of forming a support group, it is important for counselors to emphasize to parents that the group will benefit their children as well as other parents (Orton, 1996).

Sharing Academic Strategies With Teachers

Despite economic constraints that preclude the development of specialized programs for gifted students with learning disabilities in every school, a challenging curriculum can be designed to stimulate their interests (Baum, 1988). This curriculum should focus on discovery; investigative and exploratory learning, and should have provisions for students' individual learning styles (Young & McIntyre, 1992). The use of photography, drama, art, and other unconventional and progressive learning methods should be encouraged (Baum, 1988). Rote memorization and drill activities should be kept to a minimum (Whitmore, 1985). The use of educational games in language and math enhances learning without frustration, boredom, or complaints. Students should participate in self-directed activities of special interest to them, and they should be allowed and encouraged to be creative (Silverman, 1989; Silverman, 1993; Whitmore, 1985).