Challenges Fo Identifying and Serving Gifted Children with ADHD
Flint, Lori J., Teaching Exceptional Children
How often have we, as parents and educators, watched a story about students labeled as one thing or another on the evening news and felt it was oversimplified? Those of us who regularly work with children know that we can't oversimplify like that because, like adults, children are not always what they appear to be. Children are complicated, with a variety of factors, both positive and negative, simultaneously affecting them. Many children are labeled as gifted or learning disabled or having attention-deficit hyperactivity disorder (ADHD) as though that label explains the child, when what it really does is provide appropriate educational services to that child. But what about children who bear one label and also display other tendencies?
Take, for example, the idea of gifted children. Many people probably think of children as being identified as gifted according to a single intelligence test and don't realize that giftedness today often is measured in other ways: high motivation, exceptional creativity, outstanding achievement, and fantastic products.
Whoever these children with exceptional gifts and talents are, and however their gifts are measured, they're all really good in school, and have it made in life, right? Not necessarily. Some students identified as being gifted have other exceptionalities, as well; some have exceptionalities that preclude them from ever being identified as gifted.
This article describes the special situations and needs of three children-- Tony, Mikey, and Gina. As you read the first part of the article, think about your own suggestions for interventions-- how you might help them in your home or classroom. Then read the rest of the article to see what others have to say about working with children who have both giftedness and attentional difficulties.
Nine-year-old Tony is a charmer. He has an engaging smile and knows how to turn it on and off. Tony is also a challenge to have in the classroom. He blurts out answers constantly, never stops moving, and argues with the teacher and with his peers incessantly. He is of average intelligence, displays little creativity, earns low grades on both objective and project-based work, does not like school, and typically achieves at a below-average level. Tony is disorganized and distractible and is always either talking or making other noise. He is usually missing either his work or some vital component needed to do his work. He visits the office on a regular basis because he is removed from the classroom when he is so disruptive the teacher cannot continue teaching. Tony's teacher will be happy when this school year is over, but worries about where Tony will go next year and whether his new teacher will be able to handle him-he needs a teacher who is neither too permissive nor too authoritarian. Tony carries with him two labels: He has been diagnosed with ADHD and oppositional defiant disorder (ODD). Tony is one of four children in a family headed by a single parent.
Six-year-old Mikey was referred to the school's student support team (SST) by his classroom teacher. Why was he referred? Mikey was distractible, inattentive, fast-moving, and talkative, to the point of not functioning well in his first-grade classroom. He also displayed some aggressive behavior and poor social skills. One member of the SST was a perceptive administrator whose experience included a 14-year stint teaching gifted children. The recommendation from the team included referring the boy for testing for the gifted program.
The gifted intervention specialist in the school began evaluating Mikey, first by observing him in his classroom on several occasions, then by administering a variety of mental ability, achievement, creativity, and motivation instruments; all designed to ascertain whether Mikey was gifted according to his state's multiple criteria identification law. As he sat to take a mental ability test in a one-on-one testing situation with his school's gifted specialist, the differences this child exhibited were quickly noted. …