Response to Intervention: Promises and Pitfalls for Gifted Students With Learning Disabilities

被引：6

作者：

Crepeau-Hobson, Franci ^{[1
]}

Bianco, Margarita ^{[1
]}

机构：

[1] Univ Colorado Denver, Sch Psychol Program, Sch Educ & Human Dev, Denver, CO 80317 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2013年 / 48卷 / 03期

关键词：

response to intervention; gifted; learning disabilities; twice exceptional; IDENTIFICATION; EDUCATION; CHILDREN;

D O I：

10.1177/1053451212454005

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This article explores the promises and pitfalls of a response to intervention (RTI) model for gifted students with learning disabilities (LD). Although much has been written about the potential benefits and challenges of RTI for identifying and serving students with LD, the ramifications of this model for gifted students with LD have not been fully explored. This article addresses this void by examining the potential of RTI to meet the unique learning needs of gifted students with LD. Inherent challenges this model may pose are discussed and suggestions for practitioners are provided.

引用

页码：142 / 151

页数：10

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