![]() A 2e situation can mask a child's advanced abilities and can lead to a child being unidentified and/or missed for services. If warranted, children are entitled to multiple services under the law.īe aware, if a family has one gifted child, there is a high likelihood that all the children are gifted. Testing results, combined with the full body of evidence (student achievement, performance and observational data), can be used by the school for further evaluation to determine the need for an ALP, an IEP and/or a 504 Plan. While it is common for gifted children to score lower in Working Memory and Processing Speed (perfectionism and complex thinking can interfere), it is always worth questioning/testing disparate subtest scores. If there are disparate scores in subtest areas (For example, some variant of subtests in the 90th percentile with another in the 40th percentile or lower) it may indicate a 2E situation, warranting further testing. “Masking” refers to a gifted child’s ability to compensate for their disabilities OR the disabilities falsely depressing scores in their gifted areas. Viewing this full set of subscores gives insight into a child’s areas of strengths and weaknesses, unlike a Full Scale score which averages out, and makes invisible, these differences. While CogAT testing offers a single score in each of the areas of verbal, quantitative and nonverbal, full IQ testing will offer individual scores in many subtest areas and give a Full Scale (or average) of all of these subscores. Identificationof a 2e child will often begin with cognitive testing such as the CogAT, administered by the school, or may begin with private testing sought by parents. Learning challenges may include dyslexia, dysgraphia, dyscalculia, attention deficit hyperactivity disorder, anxiety, depression, executive function, auditory or visual or sensory processing disorder, obsessive-compulsive disorder, sensory processing disorder, autism, Asperger Syndrome, Tourette Syndrome, or other disability interfering with the student's ability to learn effectively in a traditional environment. These children are considered exceptional both because of their giftedness (intellectual, creative, perceptual, motor, leadership etc.) and because of their special needs (specific learning disability, mental or physical health challenge, neurodevelopmental disability, etc.). The purpose of gifted education in Cherry Creek Schools is to inspire students to maximize growth and cultivate talent in both academic and affective domains.The term Twice Exceptional, often abbreviated as 2e, refers to advanced (gifted) children who also have some form of disability or learning challenge. Gifted and talented students should be provided dynamic and challenging educational programming at every level throughout their school career.Cherry Creek Schools supports researched-based strategies that provide opportunities for optimal learning to ensure that gifted and talented students will perform at levels commensurate with their abilities.Programming for gifted and talented students must be responsive to individual needs and must recognize the multiple talents, challenges, and cultural and linguistic diversity of the district's population.Administrators and teachers support a philosophy that emphasizes the need for a challenging learning environment that focuses on high achievement for every gifted and talented student, as well as meeting their unique social and emotional needs. Visual Arts, performing arts, musical or psychomotor abilitiesĬherry Creek Schools believes that gifted and talented students have unique academic and affective needs.General or specific intellectual ability.Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of one or any combination of the following areas of giftedness: Exceptional abilities or potential are present in all ethnic and cultural groups, across all socio-economic strata and in all arenas of human endeavor. Gifted students also include students with disabilities (i.e. Walnut Hills Community Elementary SchoolĬherry Creek Schools defines gifted and talented students as children between the ages of four and twenty-one whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs.
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