• Superior vocabulary
• Visual spatial abilities
• Problem-solving and reasoning abilities
• Strong abstract reasoning and ability to generalize
• Strong insight into high-level complex thinking tasks
• Tend to have more creative and productive interests, or specific talents
• Tend to have a consuming interest area
• Learning characteristics resemble those of high-ability students (in non disability areas)
• Sophisticated sense of humor
• Extensive background information and vocabulary
• Extremely curious, imaginative, and questioning
• Can conceptualize quickly and see patterns and relationships easily
• Enjoy the challenge of independent problem-solving
• Make connections between events, ideas, and situations
• See the big picture (“whole-to-part” thinking)
• Use creativity and imagination, and often share interesting or “out-of the box” ideas

Math

• Display strong grasp of concepts and abstract reasoning, leads to problem-solving ability
• Demonstrate high-level thinking (logically and symbolically)
• Generate new or alternative solutions to problems
• Generalize and apply math concepts to new situations
• Good long-term memory

Reading

• Demonstrate strong listening comprehension skills
• Make connections, use inferential thinking, and make insights
• Use high-level vocabulary and share background knowledge
• Participate in high-level discussion and questioning
• Grasp themes and get the main idea
• May be a superior reader
• Good comprehension, vocabulary, background knowledge, and use of context

Writing

• Demonstrate creativity and have original ideas
• Generate content, ideas, and information
• Verbally elaborate and provide unlimited description and detail
• Use high-level vocabulary

• Problems with organization and study skills
• Demonstrate deficiencies in tasks requiring memory and perceptual abilities
• Difficulty retaining and using information in working memory
• Poor recall of accurate or adequate details
• Inability to plan, initiate, organize, execute, and use thinking strategies (executive functioning)
• Difficulty taking in, processing, and applying new information quickly (processing speed)
• Discrepancy between verbal and performance skills
• Poor performance in one or more academic areas
• Poor word-retrieval and idea organization
• Issues with auditory and sequential processing

Math

• Issues with rote memory, sequential memory, working memory
• Difficulty with  reading comprehension can impact ability to solve word problems
• Inability to show sequential thinking
• Problems with fine motor ability (using math tools and manipulatives)
• Written responses may be affected by spelling and mechanics
• Problems with computing activities
• Cannot retain and recall math facts
• Inability to show work and explain how answer was obtained

Reading

• Poor phonemic awareness and decoding skills (phonics)
• Poor fluency when reading orally (pace and smoothness)
• Weaker comprehension (due to poor decoding and fluency)
• May fake reading in class
• Partial or limited understanding of material, misses content

Writing

• Difficulty with written expression
• Difficulty with graphomotor speed (copying / writing tasks)
• Inability to get thoughts on paper in an organized fashion
• Cannot sequence and elaborate ideas
• Poor basic writing skills (capitalization, punctuation, and spelling)
• Handwriting can be large, messy, effortful, and slow
• Poor attention to detail and auditory processing weakness, which can affect note-taking
• Visual processing weakness, which can affect ability to understand handouts
• May exhibit minimal effort when writing

• May not complete assignments on time or at all
• Advanced ideas, but may seem stubborn and opinionated
• High levels of creativity and problem-solving ability, but often distracted
• Wide range of interests not related to school, while school performance is poor
• Poor social skills
• Highly sensitive to criticism
• Lack of organizational, time management, and study skills
• Poor attention may lead to lost papers, late work, lack of materials, overwhelmed attitude
• High impulsivity
• May be characterized as smart students  or “street smart” with school problems
• Assume that learning tasks will be easy
• Not prepared for difficulties in disability areas
• Frustration, tension, and fear that leads to defensiveness
• May be aggressive, careless, and frequently off-task
• May cause classroom disturbances
• May perceive themselves as academically deficient, which may increase school avoidance
• May feel shy and have poor academic self-concept
• Feel as if they do not fit in with peers
• Lack of relationships with teachers and peers
• May challenge information due to highly inquisitive nature
• May be passive aggressive, leading to frustration and bad habits
• Motivation is affected and may lead to “don’t care” attitude
• May experience school failure