Abstract
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who perform at grade level, by using advanced conceptual abilities and hard work to compensate, may still require interventions and accommodations to manage increasing educational demands. Otherwise, college and even high school graduation may be out of reach. This article reviews changing laws and policies, explores case studies of twice-exceptional students missed, and examines the diagnosis of twice-exceptionality through comprehensive assessment. Appropriate best practices for the identification of twice-exceptional learners, maintenance of their civil rights, and provision of FAPE are offered for educators, parents, advocates, and legislators as federal, state, and district laws/policies evolve.
Highlights
It has become apparent that current school policies may contribute to the underidentification for specialized educational services of gifted children with co-existing disabilities—the Twice-Exceptional
Through the comprehensive assessment process, gifted children who performed at the average level in areas of disability, well below expectations for their ability, were frequently identified and provided services for learning disabilities under IDEA 1999; today, these children may not be considered for services under IDEA 2004 as interpreted by states
LDA concludes, An empirically-validated Response to Intervention (RTI) model could be used to prevent learning problems, but comprehensive evaluations should occur whenever necessary for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions designed for children in general education. (Learning Disabilities Association of America, 2010, p. 6)
Summary
It has become apparent that current school policies may contribute to the underidentification for specialized educational services of gifted children with co-existing disabilities—the Twice-Exceptional. This article reviews identification procedures supported by research and compares them with current policies to locate students with disabilities. Case studies of gifted students with different types of disabilities are examined to determine why they were overlooked by schools, and the long-term ramifications of missing them. The failure to identify gifted students with disabilities has civil rights and legal implications. Appropriate best practices for the identification of twice-exceptional learners are recommended. This article is meant to inform and guide the broader education community, parents, advocates, psychologists, researchers concerned with disabilities in high functioning children, and legislators as federal, state, and district laws and policies evolve
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