Teaching · Special Education

Start with what the student does well, then make it carry the need.

List each strength with its evidence and each need with its impact. The organizer pairs them, flags strengths no one is stretching, and drafts a strengths-first paragraph for the meeting.

Start a profileWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The profile

One profile per student; update it before each meeting. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
Strengths and needs side by side, each need paired with a strength and a way to use it, the gaps to act on, and a draft paragraph for the present levels.
Who it is for
Special education teachers, gifted coordinators, IEP and 504 case managers and school psychologists planning for twice-exceptional students.
Format
Browser form. One saved profile per student; printed with its summary or as a blank form; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
build from what works
Drawn for this page. A need is easier to meet when it is carried by something the student already does well.

How to use it

  1. Start a profile with a code or initials.
  2. Mark what is on file and the evidence you are drawing on.
  3. List strengths first, each with the best evidence and how much challenge the student gets now.
  4. List each need, its impact and support, then the strength to lean on and how.
  5. Read the summary and bring the draft paragraph to the meeting.

Start a profile

Before you plan

Why strengths first

Twice-exceptional students are often planned for only through their needs. Strength-based approaches keep challenge in the plan and use what the student does well to get around what is hard.

Masking

A strong ability can hide a disability, and a disability can hide a strength, so grades look ordinary. Compare ability evidence with daily work before concluding there is nothing to address.

What it is not

Not an evaluation or an eligibility decision. Identification for gifted services, an IEP or a 504 plan follows your school’s process and a full evaluation.

Sources

  1. National Association for Gifted Children. Twice-Exceptional Students (position statement and resources), nagc.org.
  2. Baum SM, Schader RM, Owen SV. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students. Prufrock Press, 3rd ed., 2017.
  3. U.S. Department of Education, Office of Special Education Programs. Letter to Delisle (2013): children with high cognitive ability may need an evaluation under IDEA.
  4. Pairing, flags and the draft are computed from what you enter; nothing is scored against norms.

The example student and entries are made up. Support: team@caveatacademic.com.