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

共 50 条

[1] Response to Intervention: Promises and Pitfalls for Gifted Students With Learning Disabilities
Crepeau-Hobson, Franci
Bianco, Margarita
INTERVENTION IN SCHOOL AND CLINIC, 2013, 48 (03) : 142 - 151
[2] Identification and assessment of gifted students with learning disabilities
Ruban, LM
Reis, SM
THEORY INTO PRACTICE, 2005, 44 (02) : 115 - 124
[3] Response to Intervention: Early Identification of Students with Learning Disabilities
Cakiroglu, Orhan
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, 2015, 7 (01) : 170 - 182
[4] Best practices in the identification of gifted students with learning disabilities
McCoach, DB
Kehle, TJ
Bray, MA
Siegle, D
PSYCHOLOGY IN THE SCHOOLS, 2001, 38 (05) : 403 - 411
[5] Computer-Aided Grouping of Students with Reading Disabilities for Effective Response-to-Intervention
Tsai, Chia-Ling
Lin, Yong-Guei
Liu, Ming-Chi
Lin, Wei-Yang
INTELLIGENT TUTORING SYSTEMS (ITS 2020), 2020, 12149 : 63 - 67
[6] Critical Issues in Response-to-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus
LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL, 2014, 20 (02) : 61 - 72
[7] CRITICAL ISSUES IN RESPONSE-TO-INTERVENTION, COMPREHENSIVE EVALUATION, AND SPECIFIC LEARNING DISABILITIES IDENTIFICATION AND INTERVENTION: AN EXPERT WHITE PAPER CONSENSUS
Hale, J.
Alfonso, V.
Berninger, V.
Bracken, B.
Christo, C.
Clark, E.
Cohen, M.
Davis, A.
Decker, S.
Denckla, M.
Dumont, R.
Elliott, C.
Feifer, S.
Fiorello, C.
Flanagan, D.
Fletcher-Janzen, E.
Geary, D.
Gerber, M.
Gerner, M.
Goldstein, S.
Gregg, N.
Hagin, R.
Jaffe, L.
Kaufman, A.
Kaufman, N.
Keith, T.
Kline, F.
Kochhar-Bryant, C.
Lerner, J.
Marshall, G.
Mascolo, J.
Mather, N.
Mazzocco, M.
McCloskey, G.
McGrew, K.
Miller, D.
Miller, J.
Mostert, M.
Naglieri, J.
Ortiz, S.
Phelps, L.
Podhajski, B.
Reddy, L.
Reynolds, C.
Riccio, C.
Schrank, F.
Schultz, E.
Semrud-Clikeman, M.
Shaywitz, S.
Simon, J.
LEARNING DISABILITY QUARTERLY, 2010, 33 (03) : 223 - 236
[8] A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm
McCallum, R. Steve
Bell, Sherry Mee
Coles, Jeremy Thomas
Miller, Kelli Caldwell
Hopkins, Michael B.
Hilton-Prillhart, Angela
GIFTED CHILD QUARTERLY, 2013, 57 (04) : 209 - 222
[9] Gifted students with learning disabilities: Who are they?
Lovett, Benjamin J.
Lewandowski, Lawrence J.
JOURNAL OF LEARNING DISABILITIES, 2006, 39 (06) : 515 - 527
[10] Ethical anal legal issues associated with using response-to-intervention to assess learning disabilities
Burns, Matthew K.
Jacob, Susan
Wagner, Angela R.
JOURNAL OF SCHOOL PSYCHOLOGY, 2008, 46 (03) : 263 - 279

← 1 2 3 4 5 →