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ERIC Number: EJ921326
Record Type: Journal
Publication Date: 2011-Feb
Pages: 8
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0033-3085
Identification of Gifted Students with Learning Disabilities in a Response-to-Intervention Era
Crepeau-Hobson, Franci; Bianco, Margarita
Psychology in the Schools, v48 n2 p102-109 Feb 2011
The identification of children who are twice-exceptional--those who are gifted and have concomitant learning disabilities (LDs)--has historically posed a number of challenges for school psychologists and other school personnel. With the reauthorization of the Individuals With Disabilities Education Act and the shift to the use of a Response-to-Intervention (RtI) model to identify students with LDs, the task of identifying those who are twice exceptional is even more daunting. This article proposes an integrated model for the identification of gifted children with LDs that blends standardized assessment methods with practices consistent with RtI. This balanced approach brings together the best of both worlds to more accurately identify twice-exceptional students and better meet their educational needs.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act