A Learning Paradox: Students Who Are Gifted and Learning Disabled

Abstract

The purpose of this generic qualitative study was to determine how and to what extent educational programming affects the success of middle school students experiencing the contemporary phenomenon identified as gifted learning disabled (GLD). The research took place within the real-life context of the middle school these GLD students attended. Current research in this area is critical and may assist school districts, administrators, and teachers who find these gifted learning disabled students in their classrooms. The rationale for this qualitative research emerged from the desire to explore the phenomenon of understanding the educational programming for the gifted learning disabled at an in-depth level and to contribute meaningful knowledge to the field. The students in this research study shared their thoughts and experiences. The reader will discover why such students deserve an appropriate education so they are able to utilize their creativity and talents. It is time for change in the way schools design programming and time to provide individualized services for GLD students. The research analysis concluded the identification process, unique characteristics of GLD students, programming needs, the emotional needs of the students, and the needs for professional development of school personnel are all critical components in answering the research question. The need is essential to provide appropriate and quality educational programs for our gifted and talented youth, who are the future of our communities, state, nation, and world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]