How do we effectively identify the subgroups of 2e students?
![]() GROUP A:
Students who are identified as gifted, but are exhibiting difficulty at school and are considered underachievers. These students will have already been identified as AIG through the regular identification process. At any time a teacher may review their progress and determine that a student is not achieving to their ability. By utilizing a strength-based RtI model (see description in Group B), the needs of these underachievers can be met. See the resource section of this website for articles specifically addressing this issue. |
![]() GROUP B:
Students who are identified with a specific learning disability, but whose exceptional abilities have not been addressed. With the 2004 re-authorization of the Individuals with Disabilities Education Act (IDEA), more flexibility was given school districts in evaluation procedures for determining LD. This revision allows districts an opportunity to address concerns with the aptitude– achievement discrepancy model and develop more appropriate identification practices. In addition, the new IDEA mentions twice exceptional children as a priority population for the first time, paving the way for federal funding to support their needs. As a response, Durham Public Schools is in the process of implementing the Response-to-Intervention (RtI) model in all schools. While RtI is implemented differently at each school, a strength-based RtI model is recommended. This model will help to ensure the identification of twice exceptional children. Here is an example of how a strength-based RtI model would work. See the resource section of this website for additional articles on how the RtI model of interventions can serve the gifted population. |
![]() GROUP C:
Students who do not qualify for services as a gifted or leaning disabled student, but are not performing to their potential because their abilities and disabilities mask each other. These students' needs would be addressed within Tier 2 of a strength-based RtI model. See discussion in Group B. For additional resources see the resource section of this website. |
Crepeau-Hobson, F., & Bianco, M. (2011). Identification of gifted students with learning disabilities in a Response-to-Intervention era. Psychology In The Schools, 48(2), 102-109.