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Recommendations for Serving

Programs that involve a student who is gifted and physically disabled can include the same components as other programs (i.e., acceleration, enrichment, grouping, and counseling), but would also include components related to additional needs:

  • Students with physical disabilities tend to have low self-esteem and a poor-self image, so programs should aid in showing students the worth of their achievements.
  • Mentoring a student with a person who is also gifted and physically disabled is extremely effective.
  • Teachers and parents should view the child as primarily gifted, but who might need special assistance due to his/her disability (Davis et al., 2011).
    • A student who is primarily seen as disabled may become dependent on the accommodations for the disability.
    • A student who is primarily seen as gifted may rise above the accommodations for the disability.
  • Testing accommodations may be necessary, especially when identifying a student. Davis et al. (2011) give several examples:
    • No Full Scale IQ test can be calculated for either blind or deaf students.
    • Leiter International Performance Scale-Revised can be used for students who are deaf, hearing impaired, or have speech or language difficulties.
    • Blind Learning Aptitude Test
    • Pictoral Test of Intelligence-2 for children with motor disabilities
  • For students who cannot verbally communicate, it is the teacher's role to help them become skilled with other means of communication. This is a video that shows how a student with cerebral palsy might use a computer to talk.



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