This article explores the current policies and practices with regard to defining, identifying, and educating this population.
Recommendations are included that would help ensure that students who are gifted and have learning disabilities receive the intervention needed to help them achieve their full potential.
When educators first began describing children who showed evidence of having a learning disability (LD) yet also appeared to be gifted, many viewed this as contradictory.
The stereotype that had prevailed since Terman's (1925) time was that gifted children score uniformly high on intelligence tests and perform well in school.
Consistent with the Supreme Court of Canada's direction in O'Malley, Central Alberta Dairy Pool, and Renaud, the initial burden is upon the employer to reasonably accommodate the employee's mental or physical disability.
To prove that its accommodation efforts were serious and conscientious, an employer by law is required to engage in a three step process: First, determine if the employee can perform his or her existing job as it is.
This is my second year teaching in an inclusion classroom and I love it.
I think all of the children in my room benefit from it.
Tiffany Royal, a fifth grade teacher, and Joyce Duryea, a special education teacher, co-teach for part of the school day. Their school has established a new program whereby many students with high-incidence disabilities (e.g., learning disabilities, mild mental retardation, mild behavior disorders) are placed full-time into general education classrooms with support from special education teachers. Tiffany Royal describes it this way, “I really wasn't sure what I was volunteering for when the principal asked me to participate.
I guess I had confidence that it would all somehow work out, and I knew I was working with a veteran special education teacher.
This responsibility requires the employer to look at all other possible positions.