How should a teacher address the needs of a gifted student diagnosed with dyslexia?

Providing a gifted student diagnosed with dyslexia with more processing time to complete assignments is a supportive approach that acknowledges their unique needs. Gifted students often excel in creativity and problem-solving but may struggle with reading and writing tasks due to dyslexia. Allowing extra time can lessen the pressure they may feel and give them the opportunity to demonstrate their knowledge and skills without the added challenge of time constraints.

This method encourages the student to engage with the material more fully, as they can work through difficulties at their own pace. It shows sensitivity to their dyslexia while still catering to their giftedness, ensuring that they are not held back from achieving their potential in other areas.

In contrast, sending the student to another special educator for support could separate them from their regular learning environment and may not address their specific needs as a gifted learner. Providing materials that are on or below grade level would likely not challenge the student academically, hindering their intellectual growth. Partnering them with a peer could be beneficial, but it might not directly address the processing issues related to dyslexia that necessitate allowing more time. Therefore, the best approach in this situation is to grant additional processing time for assignments.