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Unraveling the Mysteries of GLD: Toward the Application of Cognitive Theory to Assessment

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Students with Both Gifts and Learning Disabilities

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 25))

Abstract

Traditional special education systems in our schools have been configured primarily to deal with students who present symptoms or characteristics associated with one category or condition, such as behavior disorder or visual impairment. These traditional systems have been highly instrumental in defining the type and extent of service provided for students who are gifted and students who are learning disabled. In fact these two classifications have been central to the mushrooming numbers of identified special-needs students in the schools over the past 40 years (Andrews & Lupart, 2000; Mercer, 1997).

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  1. University of Alberta, USA

    Judy L. Lupart

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  1. Judy L. Lupart
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  1. PACE Center, Yale University, New Haven, Connecticut, USA

    Tina M. Newman  & Robert J. Sternberg  & 

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Lupart, J.L. (2004). Unraveling the Mysteries of GLD: Toward the Application of Cognitive Theory to Assessment. In: Newman, T.M., Sternberg, R.J. (eds) Students with Both Gifts and Learning Disabilities. Neuropsychology and Cognition, vol 25. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-9116-4_4

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  • DOI: https://doi.org/10.1007/978-1-4419-9116-4_4

  • Publisher Name: Springer, Boston, MA

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