- “externalizing problems,”(odd or disruptive behavior)
- "self-perceptions,”(generally negative self perception)
- “interpersonal relationships,”(both signs of conflict with teachers as well as high levels of support from other teachers)
- “creativity,”(high levels of creativity)
- "attitudes,”(generally negative attitudes)
- “personality traits,”(generally positive traits)
- “emotions,” (higher amount of negative emotions)
- “resilience and coping,” (stronger signs of perseverance and coping)
- "motivation,” (high motivation)
- “metacognition,”(high levels of self awareness)
- “overall perceptions and misperceptions.”(considered lazy or developmentally delayed before being identified as GLD)

Characteristic Clusters in Gifted Students with Learning Disabilities

A high level of duality and contrast are found in the common characteristics of GLDs, stemming from high levels of motivation and desire for success, yet also high levels of negative emotion regarding themselves and the educational system. 


University of Michigan - Ann Arbor

Gifted students with learning disabilities (GLDs) refer to students with the potential for high achievement, although not necessarily the current performance of high achievement.  This causes a large portion of giftedness to stem from the environment. The definition of "giftedness" is hard to define, and no specific learning disabilities are cited due to the wide range of needs different disabilities require. These students are traditionally under identified and underserved, due to commonly only being recognized for being gifted or having a learning disability.

Gifted Students With Learning Disabilities

Beckmann E., & Minnaert A. (2018). Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00504/full

Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review

Common Characteristics Found in Gifted Students with Learning Disabilities

GLDs are shown to have incredible duality in their characteristics and needs, thus requiring tailored, customized accommodation to best address their needs. Educators commonly find difficulty in providing the tailored accommodation due to the need for freedom to explore the talents causing giftedness, while also getting support for their individual needs caused by disability. Educators could improve current accommodations by broadening the identification and assessment processes for students suspected to be GLDs, allowing them to include the wider variety of characteristics stemming from the duality these students. This will allow for earlier identification, and earlier support.

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