Twice-exceptional Learners Research Articles

“Take Me to the Bridge”: Transitional Support for Minoritized Twice-Exceptional Learners

“Take Me to the Bridge”: Transitional Support for Minoritized Twice-Exceptional Learners

Enhancing elementary school teachers’ competence in recognizing and supporting gifted students with learning disabilities in Saudi Arabia

This research investigates the competence of elementary school teachers in Saudi Arabia in recognizing and supporting gifted students with learning disabilities. Two research questions guided the inquiry: RQ1: How do elementary school teachers in Saudi Arabia perceive the impact of professional development, on increasing awareness about students with giftedness and learning disabilities? RQ2: How do elementary school teachers in Saudi Arabia perceive the academic challenges addressed by the series of workshops that created collaborative groups for the discussion of student needs? Using a qualitative approach, in-depth interviews were conducted with 10 certified elementary teachers in Medina City. The study identified two key themes through thematic analysis. The first theme emphasizes the impact of professional development on increasing teachers’ awareness of students with giftedness and learning disabilities. Training provided insights into identifying students with learning disabilities and recognizing those with giftedness, emphasizing the need for ongoing training and collaboration. The second theme emerged from workshops creating collaborative groups for discussing student needs, highlighting the power of recognizing individual differences and collaborative efforts for supporting diverse needs. The findings underscore the importance of ongoing professional development and collaboration in improving the capacity of elementary school teachers in Saudi Arabia. These insights have implications for enhancing teacher training programs and developing inclusive educational policies for twice-exceptional learners.

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.

Maximizing the Potential of Twice-Exceptional Learners: Creating a Framework of Stakeholder Supports

Through a qualitative case study approach, this study sought to understand how an independent school for gifted learners supports parents, teachers, and students in maximizing the potential of twice-exceptional learners. Findings indicated that the school’s success in working with twice-exceptional learners could be attributed to a triangular framework of supports created for all three stakeholder groups—twice-exceptional learners, their parents, and their teachers—that facilitated both academic achievement and social and emotional well-being. The framework of support arose from the school’s cultivation of a culture of acceptance of twice-exceptionality coupled with a belief in a team approach to problem-solving. A detailed discussion of the framework of supports is provided, and implications for working with twice-exceptional learners and avenues for future research are discussed.

Neurobiological insights into twice-exceptionality: Circuits, cells, and molecules

Twice-exceptional learners face a unique set of challenges arising from the intersection of extraordinary talent and disability. Neurobiology research has the capacity to complement pedagogical research and provide support for twice-exceptional learners. Very few studies have attempted to specifically address the neurobiological underpinnings of twice-exceptionality. However, neurobiologists have built a broad base of knowledge in nervous system function spanning from the level of neural circuits to the molecular basis of behavior. It is known that distinct neural circuits mediate different neural functions, which suggests that 2e learning may result from enhancement in one circuit and disruption in another. Neural circuits are known to adapt and change in response to experience, a cellular process known as neuroplasticity. Plasticity is controlled by a bidirectional connection between the synapse, where neural signals are received, and the nucleus, where regulated gene expression can return to alter synaptic function. Complex molecular mechanisms compose this connection in distinct neural circuits, and genetic alterations in these mechanisms are associated with both memory enhancements and psychiatric disorder. Understanding the consequences of these changes at the molecular, cellular, and circuit levels will provide critical insights into the neurobiological bases of twice-exceptionality.

Unicorns and Blessings: Supporting Culturally Diverse Twice-Exceptional Learners Through Learning Lab

Twice exceptional (2e) students are students who are both gifted and have a disability. At the intersection of exceptionality and race, twice exceptional students from racially minoritized communities may experience behavioral difficulties in schools. In this article, we provide information for educators as well as school and district administrators about the unique challenges and possibilities in teaching 2e students of color. We offer a research-based collective problem-solving process, Learning Lab, that brings together practitioners, students, school and district leaders, families, and community members, especially those who have been excluded from schools’ decision-making activities. Learning Lab members engage in root cause analyses, map out their existing behavioral support system, and design a culturally responsive school wide behavioral support model in response to experiences, resources, needs, and goals of 2e students and their school contexts. In Learning Labs, the local school community has power in determining the future of their school. Practitioners, students, family and community members’ diverse histories and interests are utilized to develop just, effective, and gifted schools for all.

Twice-Exceptionality in Australia: Prevalence Estimates

There is a considerable gap in empirical research on the prevalence rates of twice-exceptional students in Australian schools. Governments expect statistics when developing education policy and implementing funding support, so it is therefore imperative, as far as practicable, to quantify the number of twice-exceptional learners in Australia. Within the international literature, a number of different estimates exist of the prevalence of twice-exceptional students. However, the challenges of identifying two (or more) exceptionalities means that the exact prevalence rates of these learners remains unknown. Current research in this area is limited. Given the prevailing notions of giftedness and disability, this article explores the viability of convincingly estimating the number of twice-exceptional students in Australia. Knowledge of this prevalence is important to garner support and funding for these learners across schooling sectors.

Dynamic Assessment for Identification of Twice-Exceptional Learners Exhibiting Mathematical Giftedness and Specific Learning Disabilities

The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA.

Seeing and Supporting Twice-Exceptional Learners

Through a four-part discussion, this essay advocates for seeing the characteristics and special needs of gifted students with disabilities and using best practices to support their learning. Part 1 delineates the evolution of the legislative acts and professional initiatives regarding twice exceptionality. Part 2 discusses the educational rights of twice-exceptional learners. Part 3 presents challenges to understanding and supporting this student population, followed by a call for ongoing personnel training in part 4.

Twice-exceptional learners in New Zealand schools: Teacher perspectives

Twice-exceptional learners in New Zealand schools: Teacher perspectives

Shifting Paradigms to Better Serve Twice-Exceptional African-American Learners

Existing research on students with twice-exceptional abilities concentrates on strategies to improve the educational experiences of individuals who demonstrate the comorbid presence of a talent for high academic achievement (often considered a strength) and a disability (often considered a weakness). However, this body of work typically excludes the sociocultural context in which these abilities manifest and how the current deficit perspective of ability infringes upon an appropriate education for African-American students with twice-exceptional abilities. Using Hill Collins’ (2008) Interlocking Systems of Oppression as a framework, we expound on the discourse about twice-exceptional abilities specific to African-American students with a focus on African-American males. We present a case study about the impact deficit perspectives have on identifying and supporting twice-exceptional abilities in African-American students. Recommendations are made to improve the conditions in which twice-exceptional abilities among African-Americans are identified and supported in schools.

State Law and Policy Related to Twice-Exceptional Learners

Legislation and policy lead to action. In the absence of law or policy, situations are addressed on a case-by-case basis or they are sometimes ignored. Legislation and policy become extremely important when they relate to groups that have traditionally been marginalized, such as students with disabilities or students with gifts and talents, and they can help guarantee or increase access to services for students from those groups. Because legislation and policy focus on students with disabilities at the federal and state levels, schools usually plan to meet the needs of these students. However, gifted and talented education is not mandated at the federal level, and mandates and funding are limited or nonexistent at the state level. Only recently have twice-exceptional learners been acknowledged in law or policy.

Twice-Exceptional Learners

For more than 50 years, the unique needs of twice-exceptional (2e) learners have challenged educators. Because of this challenge, much work has been done in different areas across the country in creating appropriate learning environments for serving this population. However, no unified way has been developed to bring together the best research and thinking regarding practice. Most importantly, no one definition has been embraced by both researchers and practitioners. To address this issue, professional organizations and specialists in the field of twice-exceptionality formed a Community of Practice and a new definition was created. This definition and how it can be used to move the field forward is presented.

Current status of twice-exceptional students: A look at legislation and policy in the United States

ABSTRACT Educational legislation and policy can lead to effective educational practices, especially for student populations that have had equal access to education addressing their needs, such as students with disabilities and gifted students. This study was an examination of state legislation and policy related to twice-exceptional learners in the United States. Forty-two administrators from state departments of education completed questionnaires, and 131 state policy and legislation documents were reviewed to reveal mention of twice-exceptional learners. Results indicate the (a) lack of state legislation and policy related to twice-exceptional students; (b) need for collaboration among general, gifted, and special education professionals; (c) importance of specific definitions and characteristics for twice-exceptionality; and (d) existence of models for initiatives related to twice exceptionality. The researchers intend for these results to lead educators to advocate for the inclusion of twice-exceptional learners in law and policy at state and national levels.

Beyond Stereotypes

The term twice exceptional was coined to describe students who have a disability and who also have characteristics and traits associated with giftedness. These students may appear to be capable and bright but do not demonstrate that ability when asked to produce work in the classroom. Recognizing these students may be challenging, as the disability may overshadow the gift, the gift may mask the effect of the disability, or both remedial and advanced learning needs may go completely unnoticed. Strategies for serving twice-exceptional students include addressing the student’s strengths and interests; providing appropriate social and emotional support; offering adaptations for academic strengths and accommodations for learning needs; and creating a supportive, safe, problem-solving culture that values the success of every student. What do twice-exceptional learners “look like”? The students profiled in this article provide a glimpse into the variety of ways twice exceptionality can present in the classroom environment.

Through a Different Lens

This study sought to understand the experiences of a cohort of students who entered a strengths-based private school for twice-exceptional students during middle school and successfully completed graduation requirements. Using a case study design, the researchers analyzed data collected from student and teacher interviews, parent focus groups, educational records, and psychological reports. Findings indicate areas of change and development across cognitive, emotional/behavioral, and social domains and identified five factors underlying student growth: psychological safety, tolerance for asynchrony, time, positive relationships, and the consistent use of a strengths-based, talent-focused philosophy. Data also revealed four benefits from the talent development opportunities offered by the school. Participating in talent development activities enabled students to become part of a social group; to overcome some social, emotional, and cognitive challenges in context; to develop ongoing mentor and professional relationships with people in talent areas; and to develop expertise in an area of talent. This research supports the incorporation of a strengths-based, talent-focused approach for twice-exceptional learners.

Twice-Exceptional Learners’ Perspectives on Effective Learning Strategies

This mixed-methods study investigates the perspectives of twice-exceptional students on learning strategies that have been recommended for them in the literature. Have the strategies recommended in the literature been implemented? Do students perceive the strategies to be beneficial in helping them learn? Participants represented a broad range of coexisting exceptionalities and ranged in age from 10 to 23 years. While mainly qualitative, this study was informed by a survey adapted from the Possibilities for Learning survey. Qualitative in-depth interviews provided rich descriptions of which learning strategies were facilitators and barriers. Findings indicated that participants perceived that their overall school experiences failed to assist them in learning to their potential, although they were able to use their strengths to circumvent their weaknesses. Implications for teachers included allowing twice-exceptional learners more ownership over their learning and more choice and flexibility in topic, method of learning, assessment, pace, and implementation of group collaboration.

Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities

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.

Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?

Gifted students with coexisting disabilities, also known as twice-exceptional, are increasingly recognized in America’s schools. This increasing awareness needs to be met with equal enthusiasm for empirical investigation into the identification and treatment needs of this group of students. In this article, a 20-year review of the empirical literature examining twice-exceptionality, specifically gifted students with learning disabilities, attention deficit hyperactivity disorder, or autism spectrum disorder, was conducted. Research strongly suggests that gifted students can have a coexisting disability and that comprehensive, individualized approaches toward diagnosis are necessary. Less is known about effective treatments and interventions that simultaneously highlight strengths and accommodate for areas of growth. Future research directions are offered that ideally will encourage scholars to discover more about effective diagnostic and intervention techniques for this very important group of gifted learners. Putting the Research to Use The purpose of this article is to provide a comprehensive summary of the last 20 years of empirical research examining gifted students with specific learning disabilities, Attention-Deficit/Hyperactivity Disorder, or autism spectrum disorders. Scholars can extrapolate from this summary a research agenda that will move the field forward in the pursuit of empirically validated identification and intervention techniques with twice-exceptional learners. Educators are encouraged to use this information when developing gifted identification protocols in schools, accommodation plans for twice-exceptional students, and interventions that target specific strength and growth areas. Finally, parents of twice-exceptional learners can reference the empirical studies summarized as they search for research-based approaches to helping their child.

Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals

The goal of this mixed methods study was to explore differences among teachers ( n = 52 special education teachers, n = 195 general education teachers, and n = 30 gifted education teachers) on their perceptions of students with disabilities and their willingness to refer them to a gifted and talented program. In this follow-up to an earlier work, data reveal that teachers’ decisions for referral are significantly influenced by their teaching credentials and by the presence or absence of a disability label. When compared to teachers of gifted students and general education teachers, special education teachers are least likely to refer students to a gifted program, with disabilities and without. Results further indicate that all teachers are much less willing to refer students with disability labels to gifted programs than identically described students with no disability labels.