Premium
Identification of gifted students with learning disabilities in a Response‐to‐Intervention era
Author(s) -
CrepeauHobson Franci,
Bianco Margarita
Publication year - 2011
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20528
Subject(s) - response to intervention , identification (biology) , psychology , learning disability , special education , intervention (counseling) , task (project management) , gifted education , best practice , mathematics education , standardized test , education act , medical education , developmental psychology , psychiatry , medicine , botany , management , economics , biology
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. © 2010 Wiley Periodicals, Inc.