Identification, programs and enrichment strategies for gifted learning disabled youth

For the past decade the state of Connecticut has provided funds to establish unique programs to meet the needs of handicapped gifted students. This article summarizes the important features from four specific and highly successful projects for gifted learning‐disabled children. Although each of the programs was unique, they all emphasized nurturing the gifts and special abilities of the students. The results of the programs showed that the students gained a more positive attitude about school and their abilities. They were more willing to expend effort and work for extended periods of time on exciting projects. In many cases these gains were accompanied by improvement in basic skills. Several case studies are provided to illustrate the components of the program that the project administrators felt were crucial to the success of the programs. Specifically, they include the development of alternate modes for thinking and communicating; unique identification strategies, highly motivating activities and use of instructional strategies that highlighted the abilities of each student. Checklists and activities cited in the article are available from the authors.