Best practices in the identification of the twice-exceptional point to the use of multidimensional assessment that outlines specific areas of strength and concern. Students who are twice-exceptional remain a misunderstood population in schools, thus making identification that much more difficult. The purpose of this study was to review the extant literature in the field of twice-exceptional studies and to design a plan for identification to be used by school districts. This article reports on Project O2E, a state-funded collaboration program that resulted in a toolkit for identifying students who are twice-exceptional. Also included in this article is a discussion of issues raised during the implementation of the toolkit.
Get full access to this article
View all access options for this article.
References
1.
BaldwinA.ValleW. (1999). The many faces of giftedness: Lifting the mask.Ontario, Canada: Wadsworth
2.
BaumS.OlenchakF. (2002). The alphabet children: GT, ADHD and more. Exceptionality,10 (2), 77–91
3.
BaumS.OwenS. (2003). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more.Mansfield Center, CT: Creative Learning Press
4.
BeckleyD (1998). Gifted and learning disabled: Twice exceptional students.Storrs: National Research Center on the Gifted and Talented, University of Connecticut
5.
BireleyM (1991). The paradoxical needs of the disabled gifted. In BireleyM.GenshaftJ. (Eds.), Understanding the gifted adolescent: Educational, developmental, and multicultural issues (pp. 163–175). New York: Teachers College Press
6.
BrodyL. E.MillsC. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities,30, 282–296
7.
BrodyL. E.MillsC. J. (2004). Linking assessment and diagnosis to intervention for gifted students with learning disabilities. In NewmanT. M.SternbergR. J. (Eds.), Students with both gifts and learning disabilities: Identification, assessment, and outcomes (pp. 73–94. New York: Kluwer Academic
8.
ClarkB (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall
9.
ClineS.SchwartzD. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond.Upper Saddle River, NJ: Merrill/Prentice Hall
10.
ColemanM. R. (2003). The identification of students who are gifted.Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Service Reproduction No. ED480431)
11.
ColemanM. R.GallagherJ. J. (1995). State identification policies: Gifted students from special populations. Roeper Review,17, 268–275
12.
ColemanM. R.GallagherJ. J.FosterA. (1994). Updated report on state policies related to the identification of gifted students.Chapel Hill, NC: University of North Carolina
13.
DavisG. A.RimmS. B. (2004). Education of the gifted and talented (5th ed.). Needham Heights, MA: Allyn & Bacon
14.
DixJ.SchaferS. (1996). From paradox to performance: Practical strategies for identifying and teaching GT/LD students. Gifted Child Today,19(1), 22–25, 28–31
15.
FetzerE (2000). The gifted/learning disabled child: A guide for teachers and parents. Gifted Child Today,23 (4), 44–50
16.
GrimmJ (1998). The participation of gifted students with disabilities. Roeper Review,20, 285–287
17.
HallahanD. P.KauffmanJ. M. (2005). Exceptional learners: Introduction to special education.Boston: Allyn & Bacon
18.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C.1400 et seq. (2004)
19.
JohnsonL. J.KarnesM. B.CarrV. W. (1997). Providing services to children with gifts and disabilities: A critical need. In ColangeloN.DavisG. A. (Eds.), Handbook of gifted education (2nd ed., pp. 516–527). Boston: Allyn & Bacon
20.
KarnesF. A. (2003). State of the states gifted and talented education report 2001–2002: Council of state directors of programs for the gifted.Washington, DC: National Association for Gifted Children
21.
KarnesF. A. (2004). Appropriate practices for screening, identifying and instructing gifted/disabled youth.Hattiesburg, MS: University of Southern Mississippi
22.
KaufmanF.KalbfleischM. L.CastellanosF. X. (2000). Attention deficit disorders and gifted students: What do we really know (RBDM0105).Storrs: The National Research Center on the Gifted and Talented, University of Connecticut
23.
KokotS. J. (2003). Diagnosing and treating learning disabilities in gifted children: A neurodevelopmental perspective. Gifted Education International,17, 42–54
24.
LandrumM. S. (2001). Resource consultation and collaboration in gifted education. Psychology in the Schools,38, 457–466
25.
LandrumM. S. (2003). Consultation in gifted education: Teachers working together to serve students.Mansfield Center, CT: Creative Learning Press
McCoachD. B.KehleT. J.BrayM. A.SiegleD. (2004). The identification of gifted students with learning disabilities: Challenges, controversies, and promising practices. In NewmanT. M.SternbergR. J. (Eds.), Students with both gifts and learning disabilities: Identification, assessment, and outcomes (pp. 31–48. New York: Kluwer Academic/Plenum
28.
MillsC. J.BrodyL. E. (1999). Overlooked and unchallenged: Gifted students with learning disabilities. Knowledge Quest,27, 36–40
29.
NeihartM (2000). Gifted children with Asperger's Syndrome. Gifted Child Quarterly,44, 222–230
30.
NeuT (2003). When gifts are camouflaged by disabilities: Identifying and developing talent in gifted students with disabilities. In CastellanosJ. (Ed.), Special populations in gifted education: Working with diverse gifted learners (pp. 151–162. Boston: Allyn & Bacon
31.
NielsenM. E. (2002). Gifted students with learning disabilities. Exceptionality,10, 93–112
32.
ReisS. M.McGuireJ. M.NeuT. W. (2000). Compensation strategies used by high-ability students with learning disabilities who succeed in college. Gifted Child Quarterly,44, 123–144
33.
SilvermanL. K. (2000). The two-edged sword of compensation: How the gifted cope with learning disabilities. In KayK. (Ed.), Uniquely gifted: Identifying and meeting the needs of the twice-exceptional student (pp. 153–159. Gilsum, NH: Avocus
34.
StraussA.CorbinJ. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory.Thousand Oaks, CA: Sage
35.
WardS. B.PelcoL. E.LandrumM. S. (1998). Getting noticed: An alternative, multi-component assessment model for identifying gifted preschool learners in at-riskpopulations. Journal of At-Risk Issues,4, 38–44
36.
WebbJ. T.AmendE. R.WebbN. E.GoerrsJ.BeljanP.OlenchakF. R. (2005). Misdiagnosis and dual diagnosis of gifted children and adults.Scottsdale, AZ: Great Potential Press
37.
WinnerE (2000). Giftedness: Current theory and research. Current Directions in Psychological Science,9, 153–156
