A common assumption about gifted students that often affects the level of support they receive is that they

• A. Lack of instructional focus on instruction.
• B. They display difficulty completing assignments.
• C. They are without instructional disabilities.
• D. They are less imaginative than their peers.

Answer: (C)

The main idea being assessed is that there is a common stereotype about gifted students that can reduce the level of support they receive. Many people assume gifted students do not have instructional disabilities, so they may overlook the needs of those who are twice-exceptional—gifted in some areas but still facing learning or processing challenges such as ADHD, dyslexia, or slow processing speed. This mistaken belief can lead to under-identification for services, fewer targeted interventions, and missing accommodations that would help the student thrive alongside their strengths. In practice, a student may perform highly in some tasks while struggling in others, so comprehensive assessment and supports are essential even for those labeled as gifted. The other options describe scenarios that are not as characteristic of the typical stereotype about gifted students.