Response to intervention model:
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 not only will help to ensure the identification of twice exceptional children, but it will also provide a framework for educators to measure the progress of both their strengths and needs.