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ERIC Number: EJ1075271
Record Type: Journal
Publication Date: 2015-Oct
Pages: 4
Abstractor: As Provided
ISSN: ISSN-1076-2175
Voices from the Field: School Psychologists
King, Emily W.; Schanding, Thomas; Elmore, Gail
Gifted Child Today, v38 n4 p239-242 Oct 2015
As school psychologists, educators and parents most often approach us with questions relating to a concern. We have the privilege of serving students in their natural learning environment where skills and behaviors can be observed and analyzed, where interventions can be created and tested, and, hopefully, where a positive change can be made within a student's school day. However, we must also balance our ideas for intervention with education laws requiring us to determine that an evaluation is necessary or an intervention is appropriate. It is when working with students who are twice exceptional (2e) that we must advocate the most for examining the whole child. Therefore, we have set out to share our experiences as school psychologists and offer reflections on working with and expanding support for the 2e population.
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Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A