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| Autor/inn/en | Foley-Nicpon, Megan; Teriba, Akorede |
|---|---|
| Titel | Policy Considerations for Twice-Exceptional Students |
| Quelle | In: Gifted Child Today, 45 (2022) 4, S.212-219 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Foley-Nicpon, Megan) ORCID (Teriba, Akorede) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1076-2175 |
| DOI | 10.1177/10762175221110943 |
| Schlagwörter | Gifted Disabled; Individualized Education Programs; Students; Educational Policy; State Policy; Ability Identification; Disability Identification; Intervention; Curriculum Development; Talent Development; Federal Legislation |
| Abstract | Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students' coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one's disability but also specify methods for developing talent among twice-exceptional youth. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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