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Profiles of College Students Demonstrating Learning Disabilities With and Without Giftedness

Beth A. Ferri is a doctoral candidate in special education at The University of Georgia. She also holds a graduate certificate in Women's Studies. Her research interests include disabilities studies, learning disabilities, and identity.

Nöel Gregg

Nöel Gregg, PhD, is director of The University of Georgia Learning Disabilities Center and the Learning Disabilities Research and Training Center. In addition, she is a full professor in the Department of Special Education at The University of Georgia. Her current interests include adults with learning disabilities, written expression disorders, and assessment.

Synnove J. Heggoy

Synnove J. Heggoy, PhD, is an associate professor of special education in the Department of Student Development Programs, College of Education, at Georgia Southern University, Statesboro, where she has taught courses in learning disabilities and gifted education. She is also director of the Regents Center for Learning Disorders at Georgia Southern University. Her research interests are in the areas of alternative diagnoses of college students with learning disabilities, gifted college students with learning disabilities, and gifted females. Address: Beth A. Ferri, University of Georgia, 333 Milledge Hall, Athens, GA 30602.

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations.

Journal of Learning Disabilities, Vol. 30, No. 5, 552-559 (1997)
DOI: 10.1177/002221949703000511


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