The purpose of this case study is to explore the extent to which gifted students with learning disabilities are being identified and supported by examining educators’ experience and practice. A district categorized as urban/suburban in a multi-cultural context was chosen for this single case study. Purposive sampling was used which yielded data related to the identification process and how it is implemented by administrators, teachers, and other service providers in the sample district. The results of this study reveal that the sample district has a program that follows state regulations for gifted and talented (GT) identification in elementary grades. However, the district’s gifted program does not incorporate various subject areas that meet students’ multiple intelligences; rather, they emphasize English language arts and mathematics at the expense of the creative arts, applied science, technology, and engineering courses. The res ults of this study lead to a recommendation that students’ strengths and weaknesses be addressed concurrently by a collaborative team of special education, 504 plan, and gifted and talented (GT) departments. In effect, all students should be exposed to all subject areas from an early age to avoid marginalization.
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Martin-Oguike, N. D. (2017). Identification of Gifted Students with Learning Disabilities: Case Study of a New Jersey Urban/Suburban School District [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/420