IDENTIFICATION OF GIFTED STUDENTS WITH LEARNING DISABILITIES IN A RESPONSE-TO-INTERVENTION ERA

被引：18

作者：

Crepeau-Hobson, Franci ^{[1
]}

Bianco, Margarita ^{[1
]}

机构：

[1] Univ Colorado Denver, Sch Educ & Human Dev, Denver, CO 80217 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2011年 / 48卷 / 02期

关键词：

RESPONSIVENESS; CHILDREN; IDEA;

D O I：

10.1002/pits.20528

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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. (C) 2010 Wiley Periodicals, Inc.

引用

页码：102 / 109

页数：8