Response to Intervention (RtI) has promise for helping students, particularly ones with disabilities, achieve higher levels of academic and behavioral success in the general education classroom. But what does it mean for gifted students or for those who are gifted and have a learning disability, such as twice-exceptional students? How might current RtI models be amended to identify and support the advanced learning needs of children who learn at a faster pace and require more complex curricula? In this article, we will describe the various RtI frameworks and describe five states where there is either active consideration for gifted education in their state's RtI policies or potential for gifted education to play a role.
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