Description
Students who are identified as having a learning disability and are in need of special education services (as specified in the student IEP), and who also demonstrate areas of high-ability and/or are identified as gifted and talented require specific modifications to their educational program. In general, students who are dual-identified are not placed in separate classes. Their specialized learning needs can be met by the classroom teacher and the Resource Specialist through the differentiated teaching strategies that are recommended for use with all GATE-identified students and are provided in a variety of instructional settings. Schools are encouraged to place students in the regular or honors classes/courses that will provide challenge as well as opportunities for student success. The District GATE Office provides specific professional development for teachers in meeting the needs of dual-identified students.
For dual-identified students requiring a more specialized program, the District maintains a GATE/Special Day Class (SDC) at the elementary level with a focus on a multi-sensory approach to teaching the language arts, as well as a GATE/Special Day Class (SDC) at the middle school level. In all cases, students are mainstreamed into regular or honors classes whenever possible in accordance with the policy of seeking the least restrictive environment. It is essential that each student in this program have a specific area in which they demonstrate exceptional capacity and therefore require specific modifications to also accommodate their learning disabilities. The placement of a student in either of these classes is made through the special education department.
Eligibility
Students who have been identified as needing special education services may be referred by a parent, teacher, or administrator for GATE assessment. The specific tests that have been administered for determining Special Education status are reviewed by a school psychologist for indications of exceptional cognitive functioning (scores at the 95 percentile or above), and if present, students are recommended for GATE identification.
An excellent resource for understanding and meeting the needs of gifted and learning disabled students is: To Be Gifted and Learning Disabled: From Identification to Practical Intervention Strategies, 1991. Baum, Owen, Dixon, Creative Learning Press, Inc., ISBN #0-936386-59-2.
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