Students who are gifted but who suffer a specific learning disability are commonly referred to as double labeled or students of dual exceptionality. I prefer the term GLD (gifted with learning difficulties) because it puts emphasis on the giftedness of these students, who form a significant subset of the gifted community.

GLD students present a challenge to their teachers. Their test performance is variable despite flashes of high intelligence. They may appear to be unmotivated; their motivation is actually very high but they experience a destructive degree of frustration because their specific learning difficulty imprisons their intellectual functioning. They present as underachievers who puzzle their teachers by displaying excellent verbal ability which does not transfer to productive outcomes.

The purpose of this book is to provide teachers with an insight into the emotional, social and learning needs of GLD students and to outline the components of a successful intervention program which will free students from the worst effects of the condition. Planning, tracking and evaluating the rapid change which will take place in students on the intervention program requires time-efficient assessment tools and templates. Refer to the fourth book in this series for copies of these templates.

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