Inclusion for Children with Dual Exceptionalities.

This paper presents three case studies of gifted children with a disability. Emphasis is on the importance of identifying the gifted abilities of such individuals and providing for their special needs. Sarah is a 14-year-old girl with severe athetoid cerebral palsy who has above average mathematical ability and general knowledge. The use of computers and other aids as well as efforts to meet her individual needs have allowed her to be fully included in her secondary school. Melanie is a gifted secondary student with attention deficit hyperactivity disorder whose impulsive behaviors interfered with meeting her educational needs. Application of Gossen's restitution model helped her learn to take responsibility for her behavior and resulted in improved academic achievement. Adam, a young child with autistic tendencies but high ability in written language and number concepts has been integrated into a regular primary class. Factors contributing to successful inclusion of these children are identified, including a broadly based identification procedure, acknowledgment of individual learning styles and needs, collaboration, an informed approach, appropriate curriculum, parent advocacy, and a philosophy of acceptance. (Contains 11 references.) (DB)