The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria

Abstract

Students who are gifted and have a learning disability (GLD) may not be identified, in part because of disagreement regarding appropriate identification criteria. In this study, suggested GLD identification criteria were applied to a nationally representative sample of school-age students to determine the number and characteristics of students identified by each set of GLD criteria. Many but not all students identified as potentially GLD had relative weaknesses in lower order processing abilities and achievement, as hypothesized for this population. Students also exhibited academic strengths, which suggests dual differentiation would be appropriate. Commonly used intraindividual discrepancy criteria identified most potentially gifted students as potentially learning disabled; therefore, these are not valid stand-alone criteria to identify learning disabilities in gifted youth. Results suggest it may be best to combine alternative gifted criteria, an intraindividual LD criterion, and examination of absolute deficits in processing and achievement. Additional implications for research and practice are discussed.