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ERIC Number: EJ849374
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: ERIC
Reference Count: 25
ISSN: ISSN-1076-2175
Response to Intervention and Twice-Exceptional Learners: A Promising Fit
Pereles, Daphne A.; Omdal, Stuart; Baldwin, Lois
Gifted Child Today, v32 n3 p40-51 Sum 2009
Many books and articles have been written about a Response to Intervention (RtI) model of service delivery for students who are struggling learners. However, little has been written about this model's usefulness as a means of addressing the needs of advanced learners or twice-exceptional learners whose needs may be both remedial and advanced. The National Association of State Directors of Special Education (NASDSE) define Response to Intervention as the "practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions". In this article, the authors discuss why they feel that the RtI model that includes a problem-solving/consultation process is a promising fit for the twice-exceptional student. They describe the theoretical and practical implications for these special students and then take the reader through each element of the problem-solving/consultation process by discussing a case study of a gifted student who has both learning and behavioral challenges. (Contains 2 figures.)
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Individuals with Disabilities Education Act