GIFTED, LINGUISTICALLY DISABLED STUDENTS: ARE THEY WELL SERVED?
Commonly, gifted students with some type of disabling condition are referred to as ôtwice-exceptional;ö (see: Kiessa, 2000). One subset of the twice-exceptional population consists of students who are gifted but who have linguistic disabilities such as hearing or speech impediments (Fetzer,, 2000). This paper presents a review of the relevant literature in an attempt to answer the question: Are otherwise gifted students with linguistic disabilities such as hearing or speech impediments overlooked by teachers for nomination to gifted programs? Answering this question is important because in order for this group of students to reach their full potential, the educational system must recognize their intellectual strengths and nurture these while simultaneously making appropriate accommodations for their disabilities (Miller, 2000).
Regarding whether gifted students with linguistic disabilities are often not nominated by their teachers for gifted programs, Cline and Schwartz (1999) feels that this happens frequently. Specifically, the authors note that gifted students with a variety of disabling conditions are both under-served and under-stimulated. Cline and Schwartz attribute these failures to the fact that teachers and administrators focus so strongly on making accommodations for these studentsÆ disabilities that they simply fail to sufficiently recognize the need for the development of their outstanding cognitive abilities. However, Willard-Holt (1999) feels that the primary causes of failure to promote these students to gifted programs is related to: (1) inadequate assessment; and (2) difficulties involved in making the proper accommodations for these students in gifted classes.
Regarding assessment, Willard-Holt (1999) reports that the customary identification procedures (typically consisting of standardized tests and observational checklists) simply are...