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Creating effective programs for gifted students with learning disabilities

Author: Ann Rowe
Publisher: Waco, Texas : Prufrock Press Inc., [2013]
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
Gifted students with learning disabilities (GTLD) can be easily missed in the classroom and often have difficulty succeeding with traditional gifted curricula. This book provides a road map for understanding assessment and programming for GTLD students in the era of Response to Intervention. The book helps educators understand the often frustrating experiences GTLD students face in the classroom and identify  Read more...
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Document Type: Book
All Authors / Contributors: Ann Rowe
ISBN: 9781618210449 1618210440
OCLC Number: 840937564
Description: xi, 236 pages : illustrations ; 28 cm
Contents: GTLD versus twice-exceptional --
what's in a name? --
Models of giftedness and twice-exceptionality --
Why create a GTLD program? --
Characteristics of twice-exceptional students --
Additional exceptionalities in gifted students --
Why are twice-exceptional students so hard to recognize? --
Red flags that can help identify GTLD students in the classroom --
Assessment as a tool for understanding twice-exceptional students --
Best practices in assessing twice-exceptional students --
Best practices for identifying twice-exceptional students for gifted programs --
The paradoxical nature of the GTLD experience --
Best practice for GTLD programming 1 : focus on student strengths and interests to engage students --
Best practice for GTLD programming 2 : encourage an open and communicative culture --
Best practice for GTLD programming 3 : address twice-exceptional learners' social and emotional needs --
Best practice for GTLD programming 5 : provide explicit instruction in higher order thinking skills and metacognition --
Best practice for GTLD programming 6 : embed supports and accommodations into the school program rather than only on an individual basis --
Preparing twice-exceptional students for college.
Responsibility: Ann Rowe, Ph. D., Julie F. Pace, Ph. D., and Karin Tulchinsky Cohen.

Abstract:

Gifted students with learning disabilities (GTLD) can be easily missed in the classroom and often have difficulty succeeding with traditional gifted curricula. This book provides a road map for understanding assessment and programming for GTLD students in the era of Response to Intervention. The book helps educators understand the often frustrating experiences GTLD students face in the classroom and identify accommodations and adaptations that allow these bright students to demonstrate their gifts and compensate for their processing challenges. Through an examination of current research and case studies, the reader will be introduced to what must be considered when identifying and developing programming for this underserved population.

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