GIFTEDNESS WITH ADHD: THE MIDDLE SCHOOL STUDENTS’ PERSPECTIVE

Abstract

Giftedness with ADHD has proven to be a discipline in its own right. Research has documented that when the two interface students are likely to experience more complex concerns than if diagnosed with ADHD alone or giftedness alone. There is little research on the perceptions of middle school students with both diagnoses. An actual study could not be conducted due to school closures secondary to a pandemic and the inability to obtain subjects. In the proposed study, middle school students in the Mid-Atlantic region diagnosed with giftedness and ADHD were surveyed and interviewed regarding relevant school factors, satisfaction, advocacy and interventions. Data was coded for themes and analysis. Information from parents was used to corroborate some information. Implications and ideas for future research are discussed.