Gifted Students with Coexisting Disabilities: The Twice Exceptional Student

2012 ◽  
pp. 130-147
Keyword(s):  
Gifted Students ◽  
Twice Exceptional ◽  
Exceptional Student

scholarly journals Bullying and the Unique Experiences of Twice Exceptional Learners: Student Perspective Narratives

2018 ◽  
Vol 42 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Michelle Ronksley-Pavia ◽  
Peter Grootenboer ◽  
Donna Pendergast
Keyword(s):  
Gifted Students ◽  
Student Perspective ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Social Settings ◽  
Being Bullied ◽  
Recommendations For Practice ◽  
Bullying Experiences ◽  
Emotional Effects ◽  
Exceptional Learners

Bullying is known to be prevalent across social settings for children, particularly, for those who have disability and intermittently gifted students. What remains relatively underresearched is the phenomenon of bullying in the lives of twice-exceptional children. This article presents findings about the bullying experiences of eight twice-exceptional children aged 9 to 16 years from a study that explored the lived experiences of these children. Their narratives describe the pervasiveness of bullying. The six themes which emerged from the data about bullying experiences were (a) bullying by peers, (b) bullying by teachers, (c) teachers’ and adults’ responses to bullying, (d) social isolation and bullying, (e) the emotional effects of being bullied, and (f) protective factors. The contribution to the field of twice-exceptionality along with the children’s experiences and consequences of being bullied are discussed. This article concludes with recommendations for practice and further research.

Finding Hidden Potential

2018 ◽  
Author(s):  
Edward R. Amend
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Gifted Students ◽  
Special Education Students ◽  
Comprehensive Assessment ◽  
Gifted Student ◽  
Education Students ◽  
Twice Exceptional ◽  
Individual Education

The talents of twice exceptional (2e) students are often hidden beneath the frustration and pain caused by years of educational misplacement. Finding and identifying them as gifted, in addition to recognizing disabilities and areas needing support, is a challenge. Identifying a gifted student with a disability requires comprehensive assessment with diverse tools that allow the examiner to see both strengths and weaknesses of an individual. Education and experience working with gifted students and special education students is invaluable in understanding the special needs of the 2e population and the unique ways they respond to assessment. With comprehensive assessment by qualified clinicians, more 2e kids will be accurately evaluated, identified, and served.

Twice-Exceptional Students

2022 ◽  
pp. 20-38
Author(s):  
Susan Baum ◽  
Richard Olenchak
Keyword(s):  
Academic Performance ◽  
Young People ◽  
Great Risk ◽  
The Other ◽  
Educational Services ◽  
High Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Case Examples ◽  
Exceptional Student

Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.

Academic and Affective Profiles of Low-Income, Minority, and Twice-Exceptional Gifted Learners: The Role of Gifted Program Membership in Enhancing Self

2009 ◽  
Vol 20 (4) ◽  
pp. 702-739 ◽  
Author(s):  
Joyce VanTassel-Baska ◽  
Annie Xuemei Feng ◽  
Julie Dingle Swanson ◽  
Chwee Quek ◽  
Kimberley Chandler
Keyword(s):  
Low Income ◽  
Social Issues ◽  
Gifted Students ◽  
Learning Problems ◽  
Twice Exceptional ◽  
Gifted Learners ◽  
Gifted Program ◽  
Self Confidence ◽  
Stakeholder Perspectives ◽  
Teachers And Parents

This study examined the academic and affective profiles of gifted students who were classified under the five prototypes of low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and analyzed based on interviews with selected students, their teachers, and parents. Within and cross-prototype themes were derived. Both cognitive and affective impacts were found, suggesting the power of gifted program membership on enhancing self-confidence and building higher level skills of communication and thinking. All groups interviewed appeared to think that the gifted program had been good for the students in the study, providing challenge at the cognitive level and self-confidence at the affective level. Differences that emerged through the analysis of stakeholder perspectives suggested that students were the least aware of learning problems, but more aware than their parents or teachers of the affective and social issues affecting them. Parents seemed most attuned to their child's heightened self-esteem as a result of identification and program participation. Teachers seemed very aware of learning problems displayed by the child, typically related to perceived motivation, organization, and social skills.

scholarly journals Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder

2019 ◽  
Author(s):  
Khlood K Alshareef
Keyword(s):  
Teaching Strategies ◽  
Gifted And Talented ◽  
Test Scores ◽  
Physical Disabilities ◽  
Gifted Students ◽  
Learning Performance ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Learning Abilities ◽  
Conceptual Paper

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

The Masking Effect

2016 ◽  
pp. 220-231
Author(s):  
Jessica Cannaday
Keyword(s):  
Gifted And Talented ◽  
Masking Effect ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Identification Methods ◽  
Gifted And Talented Education ◽  
Exceptional Student ◽  
Multiple Differentiation ◽  
Intelligence Theory ◽  
Identification Practices

Twice exceptional students, those who are both gifted and have learning or behavioral difficulties, are an often under-served population. This chapter recommends approaching twice exceptional student needs holistically using a Response to Intervention model. The chapter defines the twice exceptional learner, and discusses intelligence theory in relation to both giftedness and twice exceptionality. The chapter further recommends a combination of RtI universal screening identification practices and traditional gifted and talented education identification methods, as well as multiple differentiation techniques to support the needs of this special population.

Legal Update of Gifted Education

2016 ◽  
Vol 39 (4) ◽  
pp. 315-337 ◽  
Author(s):  
Perry A. Zirkel
Keyword(s):  
Civil Rights ◽  
Gifted Students ◽  
State Level ◽  
Case Law ◽  
Type Model ◽  
Twice Exceptional ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
K 12

This update of the legislation/regulations and case law specific to pre-K–12 gifted students since a cluster of publications in 2004–2005 primarily focuses on the “gifted alone” category, with only secondary attention to twice-exceptional and other students in the “gifted plus” category. For the gifted-alone category, the legislation and regulations during the most recent 11 years continue to be at the state level, rather than federal level, with a net change amounting to moderate strengthening, primarily in terms of the group, rather than Individuals With Disabilities Education Act (IDEA)–type, model. The corresponding case law remains very limited in both frequency and pro-plaintiff outcomes, with most of the cases arising in Pennsylvania. The gifted-plus category accounts for far more litigation, fueled by the intersecting federal civil rights laws that are pivotal in these cases. Yet, their outcomes, for a variety of issues that extend well beyond eligibility and free appropriate public education, have also reflected a pro-district skew.

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