Puzzles, Mysteries, and Picasso: A Summer Camp for Students who are Gifted and Learning Disabled

Parents of crossover children are often at a loss to find help for their children. They have seen the giftedness in the preschool years or in the hobbies and interests of the child at home. From teachers, however, they hear about reading and writing problems and an inability to sit and pay attention …. Teachers of crossover children are concerned. They find that these children, at their very best, are full of enthusiasm, information, and eagerness to learn. They also find an inability to complete written assignments, some difficulty with reading, and a tendency to bog down in any task that requires sustained attention. (Bireley, 1995, pp. 4–5)

Effects of Enrichment on Gifted/Learning-Disabled Students

Students who are concomitantly gifted and learning disabled continue to present educators with a significant quandary regarding programming. While previous studies have concentrated on the disabilities of students, this analysis focuses on their personal strengths. The present study was undertaken to determine the effects of a highly structured, personally tailored enrichment program on the attitudes, self-concepts, and creative productivity of 108 gifted/LD youngsters enrolled in the fourth through sixth grades. Results indicate that year-long participation in such a program had significant positive impact on attitudes toward school, self-concept, and creative production.

Gifted and Learning Disabled Students

Teachers must remain open to the possibility that gifted and learning disabled students—regardless of identification—may be served in a variety of settings.