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1

Maryann, Gromoll, Tattner Nancy Ann, and Research and Education Association, eds. FTCE exceptional student education K-12. Research & Education Association, 2014.

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2

Gearheart, Bill R. The exceptional student in the regular classroom. 4th ed. Merrill Pub. Co., 1988.

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3

Gearheart, Bill R. The exceptional student in the regular classroom. 6th ed. Merrill, 1996.

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4

1940-, Weishahn Mel W., and Gearheart, Carol J. (Carol Jean), 1937-, eds. The exceptional student in the regular classroom. 5th ed. Merrill, 1992.

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5

Services, Florida Bureau of Instructional Support and Community. Final report of random monitoring of exceptional student education programs in ... Florida Dept. of Education, 2002.

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6

Florida. Bureau of Instructional Support and Community Services. Compliance manual, work papers and source book for exceptional student education programs. Dept. of Education, 2003.

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7

Alber, Sheila R. Student study guide to accompany Exceptional children an introduction to special education seventh edition [by] William L. Heward. Merrill Prentice Hall, 2003.

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8

Pennsylvania. Dept. of Education. Requirements and guidelines for suspension/expulsion of exceptional students. Pennsylvania Dept. of Education, 1986.

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9

Charue, René. De la normalité à-- l'anormalité. Éditions Nouvelles, 1996.

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10

Florida. Legislature House of Representatives. Committee on Governmental Operations. Open Government Sunset Review Act, exceptional student records, section 230.23, Florida statutes. The Committee, 1988.

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11

Services, Florida Bureau of Instructional Support and Community. Continuous improvement plan monitoring follow-up monitoring: Work papers and source book for exceptional student education programs. The Bureau, 2003.

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12

Ehly, Stewart W. Working with parents of exceptional children. Times Mirror/Mosby College Pub., 1985.

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13

Wilson, Anne Jordan. Who has a problem, the student or the teacher?: Differences in teachers' beliefs about their work with at-risk and integrated exceptional students. Ontario Institute for Studies in Education, 1992.

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14

Vision nouvelle de l'adaptation scolaire. Guérin, 2005.

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15

FTCE Exceptional Student Education K-12. 2nd ed. Xam Online.com, 2006.

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16

FTCE Exceptional Student Ed. K-12. XAMonline, 2009.

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17

Ftce Exceptional Student Education K12 Practice Test 2. Xam Online.com, 2011.

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18

Ftce Exceptional Student Education K12 Practice Test 1. Xam Online.com, 2011.

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19

Ftce Exceptional Student Education K12 Teacher Certification Exam. Xam Online.com, 2009.

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20

Florida. Dept. of Corrections. and Florida. Dept. of Education. Bureau of Exceptional Education and Student Services., eds. Department of Corrections cyclical monitoring exceptional student education programs. Florida Dept. of Education, 2006.

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21

FTCE Exceptional Student Education (Florida Teacher Certification Exam Emotionally Handicapped). Xam Online.com, 2001.

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22

A, Ortiz Alba, Ramirez Bruce A, Council for Exceptional Children, and ERIC Clearinghouse on Handicapped and Gifted Children., eds. Schools and the culturally diverse exceptional student: Promising practices and future directions. Council for Exceptional Children, 1988.

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23

Heward, William L. Student Study Guide to Accompany Exceptional Children: An Introduction to Special Education. 6th ed. Merrill, an imprint of Prentice Hall, 2000.

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24

Student Study Guide to Accompany Exceptional Lives: Special Education in Today's Schools. 2nd ed. Prentice Hall College Div, 1999.

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25

Lee, Lupart Judy, ed. The challenges of student diversity in Canadian schools: Essays on building a better future for exceptional children. Fitzhenry and Whiteside, 2009.

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26

Lee, Lupart Judy, ed. The challenges of student diversity in Canadian schools: Essays on building a better future for exceptional children. Fitzhenry and Whiteside, 2009.

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27

Florida. Bureau of Exceptional Education and Student Services. and Florida. Dept. of Education., eds. Focused monitoring and verification monitoring: Work papers and source book for exceptional student education programs. Florida Dept. of Education, 2006.

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28

Drew, and Egan Hardman. Human Exceptionality Society, School, and Family (Human Exceptionality, Casebook on Inclusive Education Parent, Student, and General Education Teacher Perspectives). Allyn and Bacon, 1996.

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29

Kiesa, Kay, ed. Uniquely gifted: Identifying and meeting the needs of the twice-exceptional student. Avocus Publishing, 2000.

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30

Suzanne, Wade, and Hardman Michael L, eds. Casebook on inclusive education: Parent, student, and general education teacher perspectives for Hardman, Drew, and Egan : Human exceptionality : society, school and family, fifth edition. Allyn and Bacon, 1996.

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31

Exceptional Children: An Introduction to Special Education & OneKey Blackboard, Student Access Code Standard Package (8th Edition). 8th ed. Prentice Hall, 2005.

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32

Roach, Donna Alison. Factors that affect the instructional interactions of teachers with exceptional, at-risk and typically achieving students in integrated classrooms. 1998.

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33

Kay, Kiesa. Uniquely Gifted : Identifying and Meeting the Needs of the Twice Exceptional Student (An Avocus Advocacy in Education Title). Avocus Publishing, 2000.

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34

Agreed-upon procedures guide (attestation engagement): Exceptional performance status for Federal Family Education Loan Program (FFELP) at participating lenders and lender servicers. U.S. Dept. of Education, Office of Inspector General, 1997.

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35

Educational Resources Information Center (U.S.), ed. Training school counselors to work with urban, culturally and linguistically diverse exceptional education students: Final report, March 31, 2002. Florida International University, 2002.

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36

United States. Dept. of Education. Office of Inspector General., ed. Agreed-upon procedures guide (attestation engagement): Exceptional performance status for Federal Family Education Loan Program (FFELP) at participating lenders and lender servicers. U.S. Dept. of Education, Office of Inspector General, 1997.

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37

1976-, Myre Bisaillon Julie, and Rousseau Nadia 1968-, eds. Les jeunes en grande difficulté: Contextes d'interventions favorables. Presses de l'Université du Québec, 2008.

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38

Eldridge, Jacqueline Scholes. Teachers who care: A narrative journey into the development of the safe place. 1996.

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39

Education for all: The exceptional limited English proficient student : conference proceedings : May, 1985 : a New York conference for administrators of limited English proficient handicapped students. Reprinted by New York State Education Dept., Bureau of Bilingual Education, 1986.

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40

Weinfeld, Rich. Advocating for Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0009.

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It is clear that our schools are not adequately meeting the needs of twice exceptional (2e) students. To ensure that our 2e students are receiving appropriate education, professionals and parents must advocate that each student receives a meaningful Individualized Educational program (iep). Advocating effectively for 2e students requires an understanding of the law and knowledge of both the challenges of appropriate identification and the best practices for educating this population. Based on the author’s experience in over four decades of advocating for students with special needs, this chapt
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41

H, Thomas Carol, and Thomas James L. 1945-, eds. Directory of college facilities and services for people with disabilities. 4th ed. Oryx Press, 1996.

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42

Thomas, Carol H., and James L. Thomas. Directory of College Facilities and Services for People with Disabilities: Fourth Edition. 4th ed. Oryx Press, 1995.

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43

Amend, Edward R. Finding Hidden Potential. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0004.

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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 a
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