O'Neill Public Schools

The boy failed my math class…

And not that many years later he’s teaching college…

No aptitude at all for long division, but never mind. 

It’s him they ask to split the atom…

                                                                ~Karl Arbieter,

                                              former teacher of Einstein

Underachievement

Underachievement means there is a discrepancy between a child’s potential and his/her actual performance. Test scores can show that a student is capable of achieving.  For example, a student may perform at a high level one-year in math and fail it the next year.  Students may underachieve for several reasons such as a lack of motivation, boredom, a need to fit in with others, stress, or learning differences.  Underachievement needs to be addressed right away, so the student can live up to his/her potential.

Learning Disabled Gifted

Children who are learning disabled and gifted exhibit remarkable talent and are capable of high performance, but also have a learning disability that makes some areas of academic achievement difficult.  Gifted learning disabled children (GT/LD) will likely fit into the following three categories: (1) students who have been identified gifted but have subtle learning disabilities, (2) students who have not been identified as either gifted or learning disabled because both their gifts and disabilities are masked by average achievement, and (3) students who have been identified as learning disabled; however their giftedness has not be recognized. 

          Gifted students with subtle learning disabilities are easy to identify because of their high IQ scores or achievement.  Discrepancies may widen, as they get older.  For example, teachers may be impressed with a child’s verbal abilities, but the child has difficulty putting his/her thoughts on paper.  Rather than recognize an underlying problem, adults may tell the child just to try harder.  Since these children are considered gifted, their subtle learning disability can be overlooked and they may not be referred for proper assessment and intervention for the learning problem.  Such a referral could help the student make sense of why they are having academic problems, as well as, provide appropriate learning strategies and compensation techniques to deal with the dual identification. 

          The second category of GT/LD students are not identified as either learning disabled or gifted.  Their gift or talent masks the disability AND their disability masks the gift.  It is especially difficult to spot these students. 

          Identified learning disabled students who are also gifted are often failing in school.  Most are noticed for what they cannot do, instead of what they can do.  It is important for teachers and parents not to become totally focused on the problem.  It is necessary for these students to have a chance to do what they are good at during school instead of only working on tasks that they struggle with.  For example, a student may not be able to read, but he can remember anything discussed verbally.  His higher level thinking skills are apparent, but he cannot put his ideas onto paper.  Another student may have a disability in written expression, but be able to figure out computer programs at a higher level than other students.

    Gifted learning disabled students need parent and teacher support.  Here are four guidelines to keep in mind: (1) focus attention on the development of the gift, (2) provide a nurturing environment that values individual differences, (3) encourage compensation strategies, and (4) encourage awareness of individual strengths and weaknesses.

ADHD Gifted

                Some students can be both gifted and have Attention Deficit Hyperactivity Disorder (ADHD).  For example, Tessa’s teacher may say that she is not working to potential.  She does not finish assignments, and/or puts down answers without showing her work.  Tessa distracts others, fidgets in her desk, and often disrupts class by shouting out the answers that are correct.  Her handwriting and spelling are poor.  At times she daydreams and seems distracted.  So, is Tessa gifted or does she have ADHD, or both?  It is difficult to see the difference between some behaviors associated with giftedness and those that are also characteristic of ADHD.  The following lists help to clarify the confusion.

BEHAVIORS ASSOCIATED WITH ADHD (BARKLEY, 1990)

          1.  Poorly sustained attention in almost all situations

2.  Diminished persistence on tasks not having       immediate

consequences

          3.  Impulsivity, poor delay of gratification

          4.  Impaired adherence to commands to regulate or inhibit behavior in social contexts

          5.  More active, restless than normal children

          6.  Difficulty adhering to rules and regulations

BEHAVIORS ASSOCIATED WITH GIFTEDNESS (WEBB, 1993)

          1.  Poor attention, boredom, daydreaming in specific situations

             2.  Low tolerance for persistence on tasks that seem irrelevant

          3.  Judgment lags behind development of intellec

4.  Intensity may lead to power struggles with authorities

5.  High activity level; may need less sleep

 Behavior Problems

                Gifted students may cause behavior problems for several reasons.  They may be bored, not want others to know they are smart, have a mismatch of learning and teaching styles, or lack of motivation.  It is essential that parents and teachers learn why a student is misbehaving.  Simply taking the time to have a meaningful conversation with the student may be the key to discovering why they are acting out.  After information is gained as to why the student is misbehaving, steps must be taken to improve the situation.  For example, an eighth grade student named Adam is disrupting the class by talking with others while the teacher is giving the math lecture.  He is constantly pulling pranks and getting himself into trouble.  His teacher, Mrs. Creative, calmly talks with Adam about his behavior and asks why he is acting out.  Adam explains that he already knows how to do the math that Mrs. Creative is assigning the class.  Mrs. Creative decides to pre-test Adam on each chapter before the class begins it.  Adam has compacted out of three chapters so far and is able to do a more in-depth study of mechanical engineering.  He is no longer a behavior problem because his needs are being appropriately met. 

Culturally Diverse Gifted

                Minority groups are often underrepresented in gifted programs.  Language differences can hinder children who speak English as a second language (ESL).  This can account for their poor test performance on IQ and achievement tests.  Also, cultural differences may make it hard for ESL students to understand the meaning of some test questions.  It may be hard for teachers to spot talents in ESL students because of language and culture differences.  It is essential that the school and parents work together to provide opportunities for the gifts of culturally diverse students to be developed.  

Advice for parents 

Talk, talk, talk, and DON’T give up.  Situations such as underachievement are not easy to turn around; there aren’t any simple solutions.  It will take the collective effort of home and school to make a difference.

Resources  

*Up From Underachievement by Diane Heacox

Free Spirit Publishing, 1991

*To Be Gifted & Learning Disabled by Susan M. Baum, Steve V. Owen,   & John Dixon  

Creative Learning Press, 1991

*Uniquely Gifted: Identifying and Meeting the Needs of the Twice- Exceptional Student edited by Kiesa Kay 

Avocus Publishing Inc., 2000

Questions or comments, please contact Jennifer Selting Bauer at jbauer@esu8.org .

Pages last updated on: 12/16/2005