In my previous research on gifted children completed in 2004, I found that learning styles of gifted students did not match up well with teachers’ teaching styles. Thus, many gifted students did not perform up to their full potential unless they could adapt to the teacher’s teaching style or were given other opportunities for accelerated learning in or out of school. In many cases the intellectually and academically gifted student could usually “coast through” school without rigorous challenges. As a result, learning style issues were often overlooked as an important factor in the gifted child’s learning process.
In the case of twice-exceptional (2e) children, their learning styles and those of their teachers are even more important. In my experience, a misfit on learning styles leads to serious under- achievement, failure, and stress on the part of the student and his or her parents. The 2e student does not have the cognitive flexibility to adapt and their poor executive functioning results in adjustment problems and unproductive work performance.
Furthermore, many 2e students are emotionally sensitive to the reactions of others, particularly when they perceive that they are not included or accepted. Acceptance, for 2e students, has often been unsuccessful because they have difficulty meeting the demands of the learning task. If the learning environment is critical and the 2e student does not perform well, they conclude that they do not fit in and then shut down, act out, and/or feel discouraged.
The learning styles to which I am referring are those that were defined and developed by Anthony Gregorc (1982) and Kathleen Butler (1984). The chart in the appendix of this paper summarizes the four main learning styles which are: Concrete Sequential, Abstract Sequential, Abstract Random, and Concrete Random. The summary chart indicates the natural abilities of those types of students, how they learn best, how they may have difficulty learning, and how to adapt by stretching their learning style.
The gifted student with ADHD has a learning style that would best fit with a teacher whose teaching style would be considered Abstract Random. ADHD students enjoy social interaction, are often colorful and dramatic, and can be creative in their expressions. Their area of weakest executive functioning often includes poor organizational ability, failure to plan ahead, problems with task completion, lack of self regulatory behavior, an inability to keep good records and deal effectively with paperwork, difficulty with time management, and an inability to monitor their work and shift their behavior. However, with a teacher who uses an Abstract Random teaching style, these areas of poor functioning are less problematic. ADHD students like to do things their way and are happiest when given choices and when they are working on multiple projects at one time. They like pursuing assignments or tasks in their own way with few guidelines. They also like to focus on the issue at hand and prefer spontaneity over predictability.
For gifted students with Asperger’s Syndrome, the preferred teaching style would be Concrete Sequential. Asperger students follow rules and make sure that others do the same. Socially, they do better with one or two friends who share similar interests and talents. They also feel more comfortable when they know what is expected and how they will be evaluated. They are often rigid in their routine and work better in a quiet, orderly environment. Their world is perceived as concrete, based on facts and details of a specific topic. They also like clear expectations and rigid structure. Many Asperger students who are gifted have excellent vocabularies and are very knowledgeable in a few specific topics. Some Asperger students can also perform well with the Abstract Sequential teaching style. In the Abstract Sequential learning style, Asperger students respond well when they have time to learn the material thoroughly, can follow traditional procedures, can work alone, and are respected for their intellectual ability.
For 2e students who are learning disabled, it is important to guide them and to provide curriculum at their instructional level. Both the Abstract Random and the Concrete Sequential teaching styles seem to be more prominent for learning disabled students. When the Abstract Random teaching style is used, learning disabled students respond well when they are given personal attention and emotional support, freedom from control by others, and a personally satisfying work environment in a noncompetitive atmosphere. Learning disabled students also can perform well if given personal, individual or artistic expression, and open communication with others.
The Concrete Sequential teaching style also works well for learning disabled students if they are offered certain elements of this teaching format. Those elements include having an orderly and quiet environment, knowing the accepted way of doing things, being given precise directions and examples, facing limited change in predictable situations, being given approval for specific work to be done, and being given guided practice with an organized person.
Some factors in Concrete Random and Abstract Sequential teaching styles also may fit for a learning disabled student. The factors that are most important in the Concrete Random style are allowing the student a trial and error approach, hands-on experiences, and options to prove that their way works. In the Abstract Sequential style, the learning disabled will function best when given time to learn the material thoroughly and when allowed to work alone. It is also important for these students to be respected for their intellectual ability.
A fourth area of exceptionality is the gifted student with social and emotional problems. Specifically, the most common problems are anxiety and/or depression. For these 2e students, their lack of focus and impaired concentration are critical factors and definitely affect their school performance. These 2e students have divided interests and are often preoccupied with various worries, unhappiness, negative thoughts and feelings, and irritability. Unfortunately, many teachers miss the signs of anxiety or depression and may only see the surface symptoms such as underachievement, behavior problems, and conflicts with peers.
Of the four main learning styles, 2e students with emotional problems seem to respond better to certain factors that are found in the Abstract Random style. These factors include receiving personal attention and emotional support, being given freedom from control, having a personally satisfying work environment, and having social activities to balance their work. They also can respond well when given a noncompetitive atmosphere and open communication with others.
In conclusion, teaching and learning styles are very important for the 2e student. Failure to match them usually leads to substantial school performance problems resulting in frustration for the 2e student, parent(s), and teacher(s). I would strongly recommend that the parent(s) and the school principal meet to discuss the 2e student’s needs and learning style so that a good fit is made in teacher placement each and every year. In addition to a good match in teacher/student learning styles, parents should seek consultation with professionals in gifted education and in the specific area of exceptionality. These professionals can then work in collaboration with the school staff and parent(s). Furthermore, research concludes that for 2e students, gifted education services are the first priority.