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Twice-Exceptional Students Gifted Students with Disabilities Level 1: An Introductory Resource Book Second Edition

Colorado Department of Education 201 East Colfax Avenue Denver, Colorado 80203-1799 Gifted students’ learning and growth ensured by needed provisions and advocacy

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Colorado Department of Education 201 E. Colfax Avenue Denver, Colorado 80203 Dwight Jones Commissioner of Education State of Colorado

Colorado State Board of Education Bob Schaffer Chairman Randy DeHoff Vice-Chairman Elaine Gantz Berman Jane Goff Peggy Littleton Marcia Neal Angelika Schroeder 3

The Colorado Department of Education does not discriminate on the basis of disability, race, color, religion, sex, national origin, or age, in access to, employment in, or provision of, any of CDE’s programs, benefits, or activities. The following persons have been designated to handle inquiries regarding this policy: Please contact either: Patrick Chapman Colorado Department of Education 1560 Broadway, Suite 1450 Denver, CO 80202 Phone: 303-866-6780 E-mail: [email protected]

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Wendi Kispert Colorado Department of Education 201 East Colfax Avenue Denver, CO 80203 Phone: 303-866-6815 E-mail: [email protected]

Second Edition July, 2009

Table of Contents Introduction

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Mission and Definition

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Twice-Exceptional Students — Strengths and Challenges

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Characteristics of Twice-Exceptional Children

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Identification

15

Categories of Disability Under IDEA

20

A Continuum of Services

30

Seven Steps to Strategic Planning for Twice-Exceptional Students

31

Problem-Solving

32

Twice-Exceptional Strategies Plan

40

Parenting Gifted Students With Disabilities

48

Case Studies

51

Recommendations for Case Studies

63

Glossary of Terms

75

Workbook

79

Annotated Bibliography

101

Web Site Resources and Models Cited

109

Index

113 5

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Contributors The Colorado Department of Education’s Twice-Exceptional Students Gifted Students with Disabilities, Level 1: An Introductory Resource Book is the result of a cooperative effort between Special and Gifted educators.

Tanni Anthony Lois Baldwin Margarita Bianco Barb Bieber Beth Busby Jeannette Cornier Cheryl Franklin-Rohr Jacquelin Medina Adena Miller Sheryl Muir Daphne Pereles Kathy Thurman Beverly Trail Molly Worner

Gifted Students’ Learning and Growth

Edited by Debbie Chelin ● Muddy Paws Publishing, LLC

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Introduction

Gifted students with disabilities are at-risk because their educational and social/ emotional needs often go undetected. The resulting inconsistent academic performance can lead educators to believe twice-exceptional students are not putting forth adequate effort. Hidden disabilities may prevent students with advanced cognitive abilities from achieving their potential. The frustrations related to unidentified strengths and disabilities can result in behavioral and social/emotional issues. For some twice-exceptional students, behavior plans become the focus of their interventions. The behaviors are managed, but the underlying disabilities are never addressed. School can become a very frustrating experience for struggling twice-exceptional students, their teachers, and parents. A collaborative effort between classroom teachers, special educators, gifted educators, and parents is needed to identify twice-exceptional students and implement strategies to meet their diverse needs. It is essential that the disabilities are identified early so appropriate