McCoach描述了三种有天赋/学习障碍的学生。第一个学生在小学表现很好，那时学习障碍不那么明显，他们仍然参加资优项目。随着工作的进展，在这个学生的残疾，他/她可能开始经历学习困难，导致低成绩。这些学生通常不被认为是学习障碍，因为他们在小学取得了很高的成绩。第二种类型被描述为学习障碍，但也有天赋。由于这些学生有严重的学习障碍，他们很少被认为是有天赋的。第三种类型是不被认定为有天赋或残疾的学生。这个学生的残疾隐藏了他们的天赋，而这些天赋隐藏了他们的残疾，在天才/学习障碍学生的定义中形成了一个被称为“掩蔽”的烟幕。“掩蔽”指的是很多有学习障碍的天才学生都有自己的长处和短处，这使得他们看起来有一般的能力和成就。因此，这些学生不会被认定为有天赋或有学习障碍。一些拥护者认为，这些学生的智力分数会更低，“从而阻碍了他们作为天才或学习障碍者的身份认同”。“智力测试的主要问题使用识别LD的天才学生是残疾可能降低他们的智商如此显著,学生不符合列入学区的标准对天才,即使他们展示很强的能力在一些地区。
澳洲珀斯论文代写:学习障碍的学生
McCoach describes three types of gifted/learning disabled students. The first student does well in elementary school when the learning disabilities are less distinct and they still participate in gifted programs. As the work progresses within that student's disability, he/she may begin to experience learning difficulties which leads to underachievement. These students are not normally identified as learning disabled due to the high achievement in elementary school. The second type is described as learning disabled but also gifted. Since such students have severe learning disabilities, they are seldom identified as gifted. The third type is the student that is not identified as either gifted or disabled. This student's disabilities hide their gifts and the gifts conceal their disability, creating a smokescreen which is referred to as "masking" within the definition of gifted/learning disabled students. "Masking refers to the principle that many gifted students with learning disabilities have patterns of strengths and weaknesses that make them appear to have average abilities and achievement". So therefore, these students do not get identified as gifted or learning disabled. Some advocates believe that intelligence scores will be lower for these students, "thereby hindering their identification as either gifted or learning disabled" . " the primary problem with the use of intelligence test to identify gifted students with LD is that the disability may lower their IQ score so dramatically that the students do not qualify for inclusion in the school district's criteria for gifted, even though they demonstrate strong abilities in some areas.
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