Response to Intervention and Twice-Exceptional Learners: A Promising Fit

Autor/inn/en	Pereles, Daphne A.; Omdal, Stuart; Baldwin, Lois
Titel	Response to Intervention and Twice-Exceptional Learners: A Promising Fit
Quelle	In: Gifted Child Today, 32 (2009) 3, S.40-51 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
Schlagwörter	Student Needs; Intervention; Academically Gifted; Disabilities; Problem Solving; Models; Educational Quality; Educational Change; Educational Objectives; Theory Practice Relationship; Parent Participation; Parent School Relationship; Instructional Design; Student Evaluation; Screening Tests; Consultants; Consultation Programs; Cooperation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Problemlösen; Analogiemodell; Quality of education; Bildungsqualität; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Theorie-Praxis-Beziehung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulnote; Studentische Bewertung; Screening-Verfahren; Consultant; Berater; Fachberatung; Co-operation; Kooperation
Abstract	Many books and articles have been written about a Response to Intervention (RtI) model of service delivery for students who are struggling learners. However, little has been written about this model's usefulness as a means of addressing the needs of advanced learners or twice-exceptional learners whose needs may be both remedial and advanced. The National Association of State Directors of Special Education (NASDSE) define Response to Intervention as the "practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions". In this article, the authors discuss why they feel that the RtI model that includes a problem-solving/consultation process is a promising fit for the twice-exceptional student. They describe the theoretical and practical implications for these special students and then take the reader through each element of the problem-solving/consultation process by discussing a case study of a gifted student who has both learning and behavioral challenges. (Contains 2 figures.) (ERIC).
Anmerkungen	Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10