Date

7-1-2013

Document Type

Education 590 Project

First Advisor

Abeel, Laurie

Degree Name

Master of Education

Major or Concentration

Education

Department or Program

Education

Abstract

It is difficult to label a student twice exceptional accurately due to the complexity of these students’ achievements. Their giftedness and disability mask each other making it problematic for school psychologists to gather accurate data. If educators were able to have data to make an accurate decision of labeling students twice exceptional then we would be able to individualize instruction for them and properly serve them in schools. Therefore, the research goal was to evaluate the twice-exceptional identification process and how educators can properly serve these students. This evaluation focused on a first grade student with a learning disability who was going through the process of gifted identification. This research provides teachers, school administrators, and the Office of Student Services with key factors in the gifted identification process of twice-exceptional students and how the factors impact the needs of twice-exceptional students.

Language

English

Included in

Education Commons

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