Identification of gifted students with learning disabilities in a Response-to-Intervention era

2010 ◽  
Vol 48 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Franci Crepeau-Hobson ◽  
Margarita Bianco
Keyword(s):  
Learning Disabilities ◽  
Response To Intervention ◽  
Gifted Students ◽  
Students With Learning Disabilities ◽  
Identification Of Gifted

Best practices in the identification of gifted students with learning disabilities

2001 ◽  
Vol 38 (5) ◽  
pp. 403-411 ◽  
Author(s):  
D. Betsy McCoach ◽  
Thomas J. Kehle ◽  
Melissa A. Bray ◽  
Del Siegle
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Gifted Students ◽  
Students With Learning Disabilities ◽  
Identification Of Gifted

Response to Intervention

2012 ◽  
Vol 48 (3) ◽  
pp. 142-151 ◽  
Author(s):  
Franci Crepeau-Hobson ◽  
Margarita Bianco
Keyword(s):  
Learning Disabilities ◽  
Response To Intervention ◽  
Gifted Students ◽  
Learning Needs ◽  
Students With Learning Disabilities ◽  
Students With Ld ◽  
Potential Benefits ◽  
Rti Model

This article explores the promises and pitfalls of a response to intervention (RTI) model for gifted students with learning disabilities (LD). Although much has been written about the potential benefits and challenges of RTI for identifying and serving students with LD, the ramifications of this model for gifted students with LD have not been fully explored. This article addresses this void by examining the potential of RTI to meet the unique learning needs of gifted students with LD. Inherent challenges this model may pose are discussed and suggestions for practitioners are provided.

Promises and Cautions regarding Using Response to Intervention with English Language Learners

2007 ◽  
Vol 30 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
English Language ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Future Directions ◽  
Key Points

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.

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