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The Crossover Profile

A composite list of typical characteristics describing a learning disabled/gifted student.
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The Crossover Profile

The following is a composite of the crossover child. Recognizing that no one child will fit the complete list, the composite consists of both gifted and learning disabled characteristics:

Like other gifted children, the typical crossover child:
  • Intellectually approaches or reaches the gifted range (120-130+ verbal comprehension and/or perceptual organization using Wechsler scores).
  • Has more interest and ability in pursuing broadbased, thematic topics than in remembering and dealing with details.
  • Is somewhat more of an intuitive dreamer than a practically oriented thinker.
  • Exhibits a sophisticated sense of humor.
  • Visualizes well and does well in areas requiring this ability such as:
    • math
    • geometry
    • art
  • Is highly sensitive and bases decisions on personal feeling and human need rather than on logic.
  • Has a high "readiness to learn" and a great interest in learning when topics are presented in a challenging manner.
Like children of average ability with learning disabilities, the typical crossover child:
  • Has an uneven intellectual pattern on the Wechsler intelligence tests with verbal comprehension and/or perceptual organization.
  • Has an uneven academic pattern with strengths most likely in mathematics or content areas and weaknesses in the language arts areas.
  • Has written language difficulties including:
    • poor handwriting
    • poor mechanics
    • difficulty in organizing content
  • Needs remediation for skills deficits.
  • Is distractible in large groups and has difficulty in completing work because of that distractibility.
  • Has difficulty in organizing time and materials often resulting in:
    • forgotten homework
    • incomplete homework
    • the need for excessive completion time
  • Needs medical monitoring because he or she may benefit from medication and/or behavioral intervention for ADHD.
  • Needs more time to process language and respond than would be expected of someone with high intellectual capabilities.
  • Lacks some social skills and common sense decision-making ability.
  • Sometimes exhibits visual or auditory perceptual deficits or unusual visual sensitivity to light.
  • Is less successful when confronted with input from multiple sources or with tasks that require the integration of multiple skills.

CEC
Provided in partnership with The Council for Exceptional Children.

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