Voices From the Field: School Psychologists. (October 2015)

• Record Type: Journal Article
• Authors: King, Emily W.; Schanding, Thomas; Elmore, Gail
• Other Names: Coleman Mary Ruth guest-editor.; Roberts Julia Link guest-editor.
• Is Part Of: Gifted child today. Volume 38:Number 4(2015:Oct.)
• Page Start: 239
• Page End: 242
• Publication Date: 2015-10
• Subjects: advocacy -- gifted education -- twice-exceptional; Gifted children -- Education -- Periodicals; Gifted children -- Periodicals; 371.95
• DOI: 10.1177/1076217515597285
• Languages: English
• ISSNs: 1076-2175

Abstract

As school psychologists, educators and parents most often approach us with questions relating to a concern. We have the privilege of serving students in their natural learning environment where skills and behaviors can be observed and analyzed, where interventions can be created and tested, and, hopefully, where a positive change can be made within a student's school day. However, we must also balance our ideas for intervention with education laws requiring us to determine that an evaluation is necessary or an intervention is appropriate. It is when working with students who are twice exceptional (2e) that we must advocate the most for examining the whole child. Therefore, we have set out to share our experiences as school psychologists and offer reflections on working with and expanding support for the 2e population.