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ERIC Number: EJ849373
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-1076-2175
RtI for Nurturing Giftedness: Implications for the RtI School-Based Team
Hughes, Claire E.; Rollins, Karen
Gifted Child Today, v32 n3 p31-39 Sum 2009
Because implementation of Response to Intervention (RtI) in the framework of special education's identification process still is relatively new, many districts are only now determining the implications at the school or system level. The concept of also identifying students who show promise in a nurturing framework, as opposed to a preventative framework, is even newer still. However, many of the school-level issues are similar. Teachers need to know (a) how to identify students for whom the standard curriculum is not appropriate for reasonable achievement growth, (b) how to find resources and provide differentiated activities, (c) what other alternatives are available if longer term issues are involved, (d) how to use data to make instructional decisions, and (e) how to collaborate effectively with other members of the educational community to meet the varied needs of students. These issues are the same whether the child is initially below the standard, grade-level curriculum or above it. The most critical difference between the RtI framework for special education identification purposes and for gifted education purposes is that the goal of remediation is to make children more similar to other children, whereas the goal of nurturing strengths is to make children more different. There will be "closing of the gap" in a remedial-based RtI Model if student strengths are ignored and the top is left to remain static while the lower achieving student grow and develop. However, in an RtI model, where there also is a strength-based emphasis, the gap between the lowest students and the highest students should expand if no cap is placed on student achievement. All students should have opportunities to make continual growth. At this time in educational history, RtI provides a means of making that happen. As education shifts in a way to allow struggling students to grow and develop, so must gifted students be allowed to develop and learn as well. (Contains 1 table and 2 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A