Special Ed, IEPs, 504s, Oh My! – Conversations with DCSEAC

• Episode: Understanding Twice Exceptionality (2E)

Guests: Natasha Strayer – Director of Advanced Academics and Gifted Programming, Douglas County School District, Steven Whited – Special Education Coordinator, Chaparral Feeder, Douglas County School District, Aleia – Parent advocate and DCSEAC co-host

Episode Summary: In this episode, host Meredith sits down with two district experts and a parent advocate to unpack twice exceptionality (2E) —

Topics Covered:

• What "twice exceptional" (2E) means in Colorado — formal identification requires both gifted services (ECEA) AND special education services (IDEA) or a 504 plan
• The concept of masking — how gifted students hide struggles (and vice versa), both intentionally and unintentionally
• Signs parents can look for at home: big splits between school and home behavior, exhaustion after school, high perfectionism, difficulty transferring verbal understanding to written work
• How to start the referral conversation — begin with the classroom teacher, gifted education facilitator, or special education provider
• IEP vs. 504 vs. Advanced Learning Plan (ALP) — what each plan does and why they must be aligned (not merged) for 2E students
• Asynchronous development — a characteristic of many gifted learners, but extreme asynchrony warrants a closer look for potential 2E identification
• Behavior and general ed teachers
• Professional development in DCSD: "Understanding the Twice Exceptional Learner" (8-hour course), shorter specialized PD sessions, and partnerships with national experts like Emily Kutcher Morris
• Student self-advocacy — students are invited into IEP and ALP conversations to understand their own learning profiles
• Multilingual learners who are also 2E — the importance of ELD collaboration and cultural awareness

Key Takeaways for Parents:

1. You can initiate a 2E conversation through either the special ed team OR the gifted education facilitator — both are appropriate entry points.
2. Every school in DCSD has a trained gifted education facilitator — reach out to them anytime.
3. Ask for the gifted ed facilitator to be included in IEP meetings, even if your child isn't yet identified as gifted.
4. Plans (IEP, 504, ALP) are separate but should be aligned — advocate for collaborative meetings with all parties at the table.
5. Exhaustion, emotional dysregulation at home, and a mismatch between verbal and written output are key signs to watch for.

Resources Mentioned:

• Douglas County School District Advanced Academics & Gifted Programming
• Exceptional Children's Educational Act (ECEA) – Colorado
• IDEA (Individuals with Disabilities Education Act)
• Section 504 of the Rehabilitation Act
• Emily Kutcher Morris – neurodiverse affirming schools

Connect with DCSEAC:

• 🌐 Website: dcseac.org
• 📧 Email: info@dcseac.org
• 📱 Social media: search DCSEAC