Coping strategies and perceived sources of support among gifted students with specific learning disabilities: Three exploratory case studies in Hong Kong

Abstract

This small-scale exploratory study in Hong Kong investigated the coping strategies used by three Chinese gifted students with a learning disability. Information was also obtained on their perceived sources of general support for learning. A narrative inquiry method was used to obtain and analyze data. Interviews took place with two gifted students with learning disabilities from Grade 9 and one from Grade 12. Data indicated very clearly the frustrations that these students had experienced in some areas of their schooling. Two students had devised effective coping strategies without assistance, and one had found other ways of compensating for learning difficulties. Family and peers were found to be important sources of support. Implications for teaching gifted learners with learning disabilities are discussed.