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More formal criteria are also used to identify aperson as 2e—both for dyslexia (see referencesbelow) and intellectual giftedness. Generally, theaccepted standardized assessment for intellectualgiftedness is a common, general, verbal ornonverbal IQ test, or a specialized measure ofcognitive ability in one or more specific domains.However, the identification of 2e in schoolstoday, and giftedness alone for that matter, variesgreatly. For example, to receive formal servicesfor the gifted part of the 2e equation, someschools require high scores on a standardized testof intellectual ability such as the NaglieriNonverbal Ability Test or the WechslerIntelligence Scale for Children – IV (WISC-IV);other schools require exceptional scores on stateachievement tests; and very rarely do schoolsrecognize nonacademic gifts such as dance,leadership, or art, to qualify for the program.
Substantially separate programs operated by public schools shall limit class sizes to nine. Testing Mom’s online learning curriculum helps pre-K to 8th grade students ace their tests, get into gifted programs and top private schools. A parent’s guide to Section 504 in public schools. Special needs programs and schools: a primer.
Key points to consider about assessments:
- An assessment should be developmentally appropriate. Some tests are better suitedfor identifying skills in the very youngrather than the older student.
- Developmental change can cause changesin test scores because the types ofvariables that tests measure can changewith age, and a child’s brain takes time tomature. For example, it is possible for a child to test as gifted at age 5 but not testas gifted when tested again at age 7. Thisis one reason that a thorough evaluationthat includes more than one aptitude test isvery important.