The National Education Association (2006) suggests that there are approximately
360,000 twice-exceptional (2e) students in America's schools, making the call for
awareness and understanding about twice-exceptionality critical for educators
Johns Hopkins School of Education (2001) states, "But sometimes, the situation is
considerably more complicated. In the case of children whose differences from the
norm point to both the "surplus" as well as the "deficit" ends of the continuum, it is
extremely likely that standard measures for "catching" such discrepancies will be
inadequate, for this kind of student's two opposing tendencies (testing "too high" in
some contexts while performing "too poorly" in others) often mask each other."
Many educational groups have long advocated for the identification of twice-exceptional
students as a foundation to their appropriate education. However, since
there is no explicit mandate to serve twice-exceptional students, one must look at
special education law, gifted policies, directives from involved federal agencies, and
precedents in caselaw for the authority supporting identification and services for this
population. Recent judicial decisions and directives strongly support the need to
identify twice-exceptional learners, to include them in appropriate gifted education,
and to ensure that they receive individualized support to access gifted education. The
presenters share their expertise in working to ensure that twice exceptional learners
are identified and receive appropriate support.
During this informative panel discussion, Rich Weinfeld of Weinfeld Education Group,
and his colleagues Michael J. Eig, Esq. and Paula A. Rosenstock, Esq., will discuss LEGAL
ISSUES IN IDENTIFYING AND SERVING TWICE EXCEPTIONAL GIFTED LEARNERS AND THE
IMPLICATIONS FOR ALL LEARNERS.
Weinfeld Education Group is excited to share that
the Supreme Court has agreed to hear a case that could become a landmark decision
altering the nationwide standard for how educational benefit is measured for students
with IEPs. They are especially glad to see the U.S. solicitor general assert that
educational benefit should be meaningful in light of the child's POTENTIAL.
In a brief
issued last month, the U.S. solicitor general agreed with the parents, who had
originally filed the case, that the IDEA requires schools to provide more than minimal
benefit to students with disabilities. "This court should hold that states must provide
children with disabilities educational benefits that are meaningful in light of the child's
potential and the IDEA's stated purposes. Merely aiming for non-trivial progress is not
sufficient," the solicitor general indicated. This ruling could have far-reaching
implications for special education.
Please join us on Thursday, November 10, at 7:00 p.m. for what should prove to be a
very informative and vigorous discussion. The event will be hosted at 3055 Wilshire
Boulevard, Suite 1110, Los Angeles (Mid-Wilshire), California 90010.
information regarding this event, please point your browser to:
PRE-REGISTRATION STRONGLY ENCOURAGED.
PEN/PEN-LA Members: $5.00, Non-Members: $10.00, Educators from Member Schools, No Charge
Refreshments will be provided.
Rich Weinfeld has authored four books ("Helping Boys Succeed in School: A Practical Guide for Parents and
Teachers," "Special Needs Advocacy Resource Book," "School Success for Kids with High- Functioning
Autism, and "Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential") which
will be available for sale after the event, for those interested in purchase. Mr. Weinfeld will be on hand to
sign books purchased at the event. Pre-Sales of books (at Registration for this event) will receive a 10%
discount. Books purchased at the event will not be subject to the discount.