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Supporting the Identification and Achievement of Twice-Exceptional Supporting the Identification and Achievement of the Twice-Exceptional Student: Frequently Asked Questions Supporting the Identification and Achievement of the Twice-Exceptional Student Frequently Asked Questions Virginia Department of Education September 2010 1 Supporting the Identification and Achievement of the Twice-Exceptional Student: Frequently Asked Questions Acknowledgements The Virginia Department of Education (VDOE) wishes to acknowledge all those who provided assistance in the development and review of the Supporting the Identification and Achievement of the Twice-Exceptional Student. This group included parents, gifted and special educators, administrators, and various VDOE staff. Their feedback assisted the Department in the development of a document designed to be a useful resource that parents and school personnel may find helpful and use at their option in their effort to support the identification and achievement of the twice-exceptional learner. Superintendent of Public Instruction Dr. Patricia I. Wright Assistant Superintendent for Special Education and Student Services H. Douglas Cox Assistant Superintendent for Instruction Dr. Linda M. Wallinger Office of Special Education Office of Standards, Curriculum, Instructional Services and Instruction Dr. Patricia Abrams, Director Dr. Mark R. Allan, Director Specialist for Special Education Specialist for Governor’s Schools Instructional Services and Gifted Education Dr. Teresa S. Lee Dr. Donna L. Poland Office of Dispute Resolution & Office of Student Services Administrative Services Dr. Cynthia Cave, Director Dr. Judith Douglas, Director Coordinator of Administrative Services Specialist for Student Services Melissa Smith Dr. Wayne Barry Copyright © 2010 This document can be reproduced and distributed for educational purposes only. No commercial use of this document is permitted. Contact the Division of Special Education and Student Services or the Division of Instruction prior to adapting or modifying this document for noncommercial purposes. Virginia Department of Education Division of Special Education and Student Services and Division of Instruction Web site: www.doe.virginia.gov 2 Supporting the Identification and Achievement of the Twice-Exceptional Student: Frequently Asked Questions Introduction Both the Virginia Department of Education’s Twice-exceptional learners, students who Regulations Governing Education Services for Gifted are both gifted and have a disability, have been Students (8VAC20-40-10 et. seq.) and the Regulations described as a group of underserved and under Governing Special Education Programs for Children stimulated youth. This occurs because it is difficult with Disabilities in Virginia (8VAC20-81), in conjunc- for educational professionals to reconcile the twice- tion with the Individuals with Disabilities Education exceptional learner’s extreme strengths with their Act’s (IDEA) federal implementing regulations, noticeable weaknesses. More often than not, one were used as sources in developing the publication. exceptionality overshadows the other. As a result While not legally binding, the responses generally of this inability to look beyond the giftedness or are informal best practices or guidance representing the disability to see the whole child, the needs of the interpretation of the Virginia Department of twice-exceptional students might be overlooked. Education of the applicable statutory and/or regula- Both the gifted aptitudes and disability areas should tory requirements in the context of the specific be addressed by instructional personnel in the school question presented. The FAQs in this document are division (Cline, 1999). The challenge for the school not intended to replace a careful study of the IDEA, division is how to find these students and how to its implementing regulations, or Virginia’s special address their educational needs. education and gifted education regulations. This document should be used in concert with the previ- This document was designed to provide ously mentioned documents. insight and guidance on issues associated with the identification and instruction of twice-exceptional The Virginia Department of Education recog- learners. This document, Supporting the Identification nizes that it is difficult to answer all the questions and Achievement of the Twice-Exceptional Student, that may arise regarding identification and placement developed by the Virginia Department of Education of twice-exceptional learners. (VDOE), provides parents, educators, and students with answers to some questions concerning the Additional information is available on the VDOE identification process and instruction of students Web site at www.doe.virginia.gov; or through the with dual exceptionalities. Through a question and VDOE Office of Special Education Instructional answer format, the document provides an overview Services at (804) 225-2932, the toll free voice num- of twice-exceptional learners, describes some learn- ber (800) 422-2083, or text users dial 711 (Relay); or ing and behavioral characteristics, suggests evalua- the Office of Standards, Curriculum, and Instruction tion methods/procedures, and discusses placement at (804) 225-2880. and service options. Also, resource connections to professional documents and Web sites are provided. 3 Supporting the Identification and Achievement of the Twice-Exceptional Student: Frequently Asked Questions Supporting the Identification and Achievement of the Twice-Exceptional Student: Frequently Asked Questions 1. What are some of the special education the service options provided by the school division: and gifted education terms and definitions general intellectual aptitude, specific academic that will be encountered in the document? aptitude, career and technical aptitude, and visual or The following terms will be used throughout performing arts aptitude (8VAC20-40-10 et. seq.). the document. The definitions have been provided to increase clarity and enhance the readability of the “Gifted service options” means the instructional document. approaches, settings, and staffing selected and offered by the school division for the delivery of appropri- “Continuum of alternative placements” means ate service or services provided to eligible gifted the placements as listed in the regulatory definition students based on their assessed needs in their areas of “special education” that includes instruction in of strength (8VAC20-40-10 et. seq.). regular classes, special classes, special schools, home instruction, and instruction in hospitals and institu- “Free Appropriate Public Education (FAPE)” tions. The continuum of alternative placements, as means special education and related services that described in the state least restrictive environment (8VAC20-81-10): regulations, includes provision for supplementary • Are provided at public expense, under public services (e.g., resource room or services or itinerant supervision and direction, and without instruction) to be provided in conjunction with charge; regular education class placement. No single model • Meet the standards of the Virginia Board of for the delivery of services to any specific population Education; or category of children with disabilities is acceptable • Include an appropriate preschool, elementary for meeting the requirement for a continuum of school, middle school or secondary school alternative placements. All placement decisions education in Virginia; and shall be based on the individual needs of each • Are provided in conformity with an indi- child. Documentation of all placement alternatives vidualized education program that meets the considered and rationale for the placement selection requirements of Virginia’s special education are required (8VAC20-81-10 and 8VAC20-81-130). regulations. “Gifted students” means those students in public “Individualized education program (IEP)” means elementary, middle, and secondary schools beginning a written statement for a child with a disability that with kindergarten (through twelfth grade) who is developed, reviewed, and revised in a team meeting demonstrate high levels of accomplishment or who in accordance with federal and state regulations. The show the potential for higher levels of accomplish- IEP specifies the individual educational needs of the ment when compared to others of the same age, child and what special education and related services experience, or environment. Their aptitudes and are necessary to meet the child’s educational needs potential for accomplishment are so outstanding (8VAC20-81-10). that they require special programs to meet their educational needs. These students will be identified “Least restrictive environment (LRE)” means by professionally qualified persons in the public to the maximum extent appropriate, children with school division through the use of multiple criteria disabilities, including children in public or private as having potential or demonstrated aptitudes in institutions or other care facilities, are educated with one or more of the following areas depending on children who are not disabled, and that special class- 4 Supporting the Identification and Achievement of the Twice-Exceptional Student: Frequently Asked Questions es, separate schooling or other removal of children “Twice-exceptional students” means those with disabilities from the regular educational environ- students identified as gifted by the identification and ment occurs only when the nature or severity of the placement committee for the school division’s
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