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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


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]


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


Mission and Definition


Twice-Exceptional Students — Strengths and Challenges


Characteristics of Twice-Exceptional Children




Categories of Disability Under IDEA


A Continuum of Services


Seven Steps to Strategic Planning for Twice-Exceptional Students




Twice-Exceptional Strategies Plan


Parenting Gifted Students With Disabilities


Case Studies


Recommendations for Case Studies


Glossary of Terms




Annotated Bibliography


Web Site Resources and Models Cited



113 5


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



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