REFLECTION ZONE: The Right Fit for Henry (Differentiation)

I read an article entitled "The Right Fit for Henry," which appeared in the February 2012 edition of Educational Leadership.

This article was about how schools can help students who are twice-exceptional.  I learned that a twice-exceptional student is any gifted student who has a disability. This article was about a second grade boy named Henry.  His teacher recognized his talents, so he was tested, and he qualified for the Challenge Program. This was an all-day magnet program with advanced curriculum for gifted children.   He did well socially and academically when he could demonstrate his knowledge verbally.  However, he really struggled with reading and writing.

Instead of returning to the general education, his teachers implemented a plan where Henry would stay in the Challenge Program, but also have an IEP where he would get reading and writing support and receive various accommodations.  The school provided services for both types of exceptionality for one student.  This school took pride in tailoring Henry's education to meet his specific needs.

Many times students like this are:

1.) identified as gifted, but their learning problem goes without notice (receive attention for giftedness with no remediation)

2.) not identified in either area (do not receive attention for giftedness or struggles)

3.) identified as learning disabled, but not as gifted (receive remediation, but no attention to giftedness)

Examples 1 & 3 would be examples of the danger of a single story.  Sometimes I am surprised when I learn a student who does really well in math class is really struggling in reading or vice versa.  Sometimes I assume a child in the gifted program learns all material fairly quickly and easily.  I should not make assumptions about students or their abilities.  Because of this, I am seeing the need to have more data on students to meet them where they are at, and to best help them to learn.  I feel our school is working at doing a better job of this with RtI, but we have a ways to go.  I think schools will need more teachers, and teachers will need more prep time in order to successfully tailor each student's education to their learning style and level effectively.