Abstract
Far more gifted children suffer from learning disabilities than anyone realizes. When gifts and handicaps exist in one individual, they often mask each other so that the child may appear “average” or an “underachiever.” Thorough diagnosis is necessary to detect major discrepancies between strengths and weaknesses. In clinical assessments many gifted children have been found to have auditory sequential processing impairments. This syndrome results in difficulties with phonics, spelling, rote memorization, timed tests, and handwriting. Spatial strengths are often seen as a means of compensation. Gifted programs need to become “handicapped accessible.” Specific suggestions are given for modifying instructional strategies to enable these children to be successful in regular classes and in the gifted program.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
