Relevant bibliographies by topics / Twice-exceptional students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Twice-exceptional students'

Author: Grafiati
Published: 11 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "Twice-exceptional students"

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Corn, Anne L., and Lynnette Henderson. "Twice-Exceptional Students." Gifted Child Today 24, no. 3 (July 2001): 5–7. http://dx.doi.org/10.1177/107621750102400302.

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King, Emily Williams. "Resources on Twice-Exceptional Students." TEACHING Exceptional Children 38, no. 1 (September 2005): 55–56. http://dx.doi.org/10.1177/004005990503800111.

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Foley-Nicpon, Megan, and Akorede Teriba. "Policy Considerations for Twice-Exceptional Students." Gifted Child Today 45, no. 4 (September 9, 2022): 212–19. http://dx.doi.org/10.1177/10762175221110943.

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Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth.
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Winebrenner, Susan. "Teaching Strategies for Twice-Exceptional Students." Intervention in School and Clinic 38, no. 3 (January 2003): 131–37. http://dx.doi.org/10.1177/10534512030380030101.

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Ingleheart, Jim. "How Should Districts Serve Twice Exceptional Students?" Gifted Child Today 21, no. 4 (July 1998): 38–40. http://dx.doi.org/10.1177/107621759802100412.

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In a small Texas rural school district with a high school campus of fewer than 200 students in grades 9 to 12, a professional team of educators discovered a twice exceptional student. The student we will call Rich had been identified as needing special education services at the second grade in his academic journey.
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Morrison, William F., and Mary G. Rizza. "Creating a Toolkit for Identifying Twice-Exceptional Students." Journal for the Education of the Gifted 31, no. 1 (September 2007): 57–76. http://dx.doi.org/10.4219/jeg-2007-513.

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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.
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Buică-Belciu, Cristian, and Doru-Vlad Popovici. "Being Twice Exceptional: Gifted Students with Learning Disabilities." Procedia - Social and Behavioral Sciences 127 (April 2014): 519–23. http://dx.doi.org/10.1016/j.sbspro.2014.03.302.

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Schultz, Susan M. "Twice-Exceptional Students Enrolled in Advanced Placement Classes." Gifted Child Quarterly 56, no. 3 (June 6, 2012): 119–33. http://dx.doi.org/10.1177/0016986212444605.

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PFEIFFER, Steven I. "Gifted students with a coexisting disability: The twice exceptional." Estudos de Psicologia (Campinas) 32, no. 4 (December 2015): 717–27. http://dx.doi.org/10.1590/0103-166x2015000400015.

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The twice exceptional are students who have both high ability and a disability or disorder. The ability can be in any culturally-valued domain, including high intelligence, academics, the visual or performing arts, and athletics. The co-existing disability can be physical, medical, or psychological. There is a growing literature of scholarly opinion about twice exceptionality; however, there are few well-designed empirical investigations of gifted students with anxiety, depression, bipolar disorder, attention-deficit/hyperactivity disorder, eating disorders, conduct problems, or medical, physical or sensory disabilities. This article examines a few key issues about the twice exceptional student and then discusses what we know about the gifted students with attention-deficit hyperactivity disorder and gifted students with learning disabilities. The article also provides a brief discussion on suicide and the gifted student.
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Tüzün, Ümmüye Nur. "Designing Science Learning Domains for 2e (Twice Exceptional) Students." Journal of Science Learning 4, no. 3 (July 1, 2021): 203–9. http://dx.doi.org/10.17509/jsl.v4i3.31570.

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2e (twice-exceptional) students are gifted and differently-abled, so they need specific learning domains according to their needs. This research aimed to design science learning domains for a 2e (gifted and blind) student to enhance his critical thinking in his special learning needs in Ankara province in Turkey in the 2020-2021 academic year's first term. Single-subject research was employed. The 2e student was ten years old. Through the application process, the 2e student argued 3D modeled Schrödinger's cat thought experiment. The main application's intervention was conducted to provide the research's internal validity since it was single-subject research. Through the intervention application, the 2e student argued 3D modeled Schrödinger's twin cats thought experiment. We noted both social dialectic argumentation processes as texts, and these texts were used as data collecting tools. Descriptive analysis was utilized to gathered data. The study showed that the 2e student could construct arguments containing claim, data, warrant, and weak rebuttals in the main application, which meant his argumentation quality level was average, so his critical thinking too. In contrast, the 2e student-constructed arguments containing claim, data, weak rebuttal, and rebuttal meant his argumentation quality level enhanced his critical thinking.
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Dissertations / Theses on the topic "Twice-exceptional students"

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Townend, Geraldine. "Academic Self-Concept in Twice-Exceptional Students: An Exploratory Investigation." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365355.

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Academic self-concept relates to students’ perceptions of their academic accomplishments, academic competence and their expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time. Twice-exceptional students are gifted with a coexisting disability. Twice-exceptional students present as a dual paradox for education systems, both in terms of being gifted and having a disability, and in terms of the lamentable lack of nurturing of a potential resource both for the individual and also at a national level. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remain virtually unexplored. Australian professional teaching standards call for educators to design and implement learning experiences that value diversity. The teaching standards include identifying individual learning needs and adopting strategies for teaching students with disabilities, for those who are gifted, and for those who are twice-exceptional. Few studies have investigated the ways in which psychosocial, school, and academic experiences influence twice-exceptional students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Hoffman, Jennifer Marie. "REFERRAL DECISIONS OF TEACHERS AND SCHOOL PSYCHOLOGISTS FOR TWICE-EXCEPTIONAL STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/28.

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The accurate and timely referral and identification of twice-exceptional students remains a challenge. In a statewide study, the referral decisions for both special education and gifted programming evaluations made by four participant groups (i.e., general education teachers, special education teachers, gifted education teachers, and school psychologists) were compared. Participants were randomly assigned to read one of three identically described students in a vignette that differed only in the presence of a diagnostic label—autism spectrum disorder (ASD), specific learning disability (SLD), or no diagnostic label. In all, special education teachers made the most special education referrals, while gifted education teachers made the most gifted programming referrals, both regardless of the diagnostic label present. The students with diagnostic labels were recommended for special education referrals significantly more than for gifted programming, while this difference was not evident in the no diagnostic label condition. Moreover, the student with the ASD label was the most likely to be referred for evaluations for both special education and gifted programming out of all three vignette conditions. Overall findings indicated the importance of considering the referral source as well as how the presence of a diagnostic label might influence educational referral decisions, particularly in how this might influence overall multidisciplinary team decisions for these unique learners.
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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.
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Ivicevic, Lynne. "The prevalence of twice exceptional students in the GAT Academic programs: the near miss phenomena." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2005.

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Twice exceptional (TE) students often experience barriers to their participation in gifted academic programs that contribute to their marginalised status amongst the school gifted population. The estimated prevalence of TE students in gifted programs worldwide varies according to the location, identification means and definition, with little agreement reached between researchers in the field. This research was made up of three interrelated studies. Firstly, six years of longitudinal quantitative cohort data from the Western Australian Department of Education (DoE) database on selected students for the GAT programs including GAT Academic programs and TE students to determine TE prevalence. Secondly, disability prevalence data in government schools of Western Australia were collected and a comparison made of TE prevalence to disability was also investigated to establish trends. Additionally, survey data collected from coordinators of the GAT Academic programs (N = 5) were used to triangulate TE prevalence. Qualitative analysis of closed and open-ended survey data were undertaken to determine the GAT Academic coordinators’ knowledge of the definition and identification means used by the DoE and their knowledge and perceptions of TE students’ needs. Finally, a qualitative analysis of a closed and open-ended survey was undertaken to determine the perceptions of parents of TE students (N = 8) of the GAT Academic programs when considering application for their children. This was set in the context of the research literature and framed by the DoE’s practices, policies and adoption of Gagné’s Differentiated Model of Gifted and Talent (DMGT) to investigate the relationship between TE prevalence and disability and the barriers to their inclusion. TE prevalence in the GAT Academic programs was the core project and the second project was the knowledge and perceptions of the GAT Academic coordinators and perceptions of parents of TE students, that accesses data pertinent to understanding TE prevalence. Results showed that TE prevalence at 1.6% was low when compared to disability prevalence across two educational settings despite the identified marked escalation of disability prevalence over this same time period. The qualitative data indicated that coordinators had limited knowledge of the GAT definition and testing adopted by the DoE, learning disabilities and associated accommodations, and perceived that the TE had more negative learning characteristics than positive. Parents of TE students perceived the major barrier to TE participation as the Academic Selective Entrance testing as well as absence of inclusion, lack of support and no alternative testing option available. This research highlighted the significant impact that inequitable and antiiv inclusion practices had on TE prevalence in the Western Australian GAT Academic programs which only now aligns with Gagné’s DMGT 2.0 model, that all contributed to the perpetuation of TE underrepresentation. This transformative mixed method research provides an overarching framework to address issues of social justice and the need for change for TE students.
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Candler, Margaret Mary. "The influence of perfectionism on mental health in gifted and twice-exceptional students." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5916.

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Although a long-standing interest in the abilities of gifted students exists, researchers and clinicians have only recently focused on specific factors that may impact the likelihood of mental health diagnoses, such as anxiety and depression, within this population. This is especially true for gifted students with co-existing disabilities, or twice-exceptional students, who may have unique experiences that differ from those of gifted students without disabilities. Perfectionism is one factor that may be important to consider when examining factors that impact the development of anxiety and depression within these populations. The current study examined how perfectionism differs within gifted and twice-exceptional students within the context of self-reported anxiety and depression. Scores were reported for both gifted (N = 39) and twice-exceptional (N = 28) participants ages 8-14 on the Almost Perfect Scale-Revised (APS-R), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory-2 (CDI-2). Pearson chi-square results suggested that gifted students reported higher rates of maladaptive perfectionism on the APS-R compared to twice-exceptional students. Although gifted and twice-exceptional students in this sample reported style of perfectionism differently, group differences disappeared when also considering self-reported symptoms of anxiety and depression via 2x3 analyses of variance. Tukey post-hoc tests indicated that self-reported maladaptive style of perfectionism was related to higher scores on measures of anxiety and depression. Clinical and research implications of these findings were also explored.
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Lewis, Taryn. "An Investigation into the Classroom Interactions of Twice Exceptional Students in Comparison to their Typically Developing Peers." Thesis, University of Canterbury. Education, 2015. http://hdl.handle.net/10092/10397.

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Students who meet criteria for both being intellectually gifted and having a disability are known by the term ‘twice exceptional’. To date there is little known about the classroom interactions of these students, and how these interactions impact their developing self-esteem. The interactions of four gifted primary school students with identified learning difficulties (twice exceptional) were observed along with four matched typically developing students and their teacher during normal classroom teaching activities. The number and type of positive, negative, neutral or no response interactions were recorded over four, one hour observation sessions. The Coopersmith Self-Esteem Inventory was then administered to the four twice exceptional and four comparison students. Results indicated that there was little difference between the twice exceptional and comparison students in terms of number of interactions recorded, with the twice exceptional students showing slightly more positive interactions with their teacher and peers. All four twice exceptional students reported lower self-esteem levels than their matched peers, with two students being in the low range. The results suggested that these four twice exceptional students were interacting in a manner similar to their typically developing peers, although they displayed lower self-esteem levels. The implications of these findings and recommendations for future research are discussed.
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Kennedy, Tara. "Research Based Recommendation: Effective Parent Advocacy for Students who are Twice-Exceptional, Academically Gifted With Autism." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/honors_theses/79.

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This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy looks the same across exceptionalities: producing the best educational experience based on the child’s unique needs. Strengths-based programming has been demonstrated to benefit twice-exceptional students no matter the disability, however the areas of deficit will vary depending on the specific disability a child has and his/her unique learning profile. The resources for information on special education law and twice-exceptionality will be useful to parents regardless of the twice-exceptional child’s disability. The second, and I feel most important, purpose of the thesis is to provide those parents/guardians with a “Quick Start Guide to Advocacy” to help them get started on the path to becoming the most effective advocate they can be for their child(ren). While educators and school administrators are expected to have a solid understanding of the rights and responsibilities of all stakeholders, many times parents are thrust into the world of special and gifted education with no preexisting knowledge. The aim of this thesis is to help bridge this gap for parents and guardians of this unique subset of students.
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Lummiss, Megan. "Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35605.

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Research has shown self-concept to be a significant influence of later success in life, yet studies have rarely focused on the perceptions of students in all educational placements and achievements – specifically, those identified as gifted and with a learning disability (G/LD) (Rudasill, Capper, Foust, Callahan, & Albaugh, 2009). Adopting a qualitative case study approach, and guided by the Marsh/Shavelson model of self-concept (1985) and the Social Identity Theory (1986), this study explored 1) how G/LD students perceive the development of his or her self-concept over time and 2) how labelling and educational placement interact with the development of self-concept. A Body Biography and a discussion/ semi-structured interview were used to explore these questions with eight English-speaking post-secondary G/LD students. During the discussion/ semi-structured interview, participants discussed their completed Body Biography and responded to questions focused on self-perceptions of educational placement, labels, social identity, group membership, and self-concept. Findings of the study revealed that participants tended to perceive the gifted and LD components of the G/LD identification as separate components, rather than as a whole identification; participants appeared to consider themselves as part of a gifted in-group when reflecting upon their strengths and within a LD in-group when reflecting upon their weaknesses; and educational placement experiences exerted a strong influence upon participants’ self-concepts, depending on how well they perceived their educational placement experiences met their academic needs. Overall, the domains of self-concept were very closely related to one another, with academic, social, and emotional self-concepts being the most influenced by identification, labels, and educational placement. The findings from this study support the notion that each G/LD student is unique and there is no singular best method of identification, nor is there one specific educational path that meets the educational needs of all G/LD students.
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Ginsburgh, Paula K. "An exploratory study of the academic journey of successful twice exceptional students at a selective institution of higher learning." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154075.

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Books on the topic "Twice-exceptional students"

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Piske, Fernanda Hellen Ribeiro, Kristina Henry Collins, and Karen B. Arnstein, eds. Critical Issues in Servicing Twice Exceptional Students. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10378-0.

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Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. Waco, Tex: Prufrock Press, 2011.

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Callard-Szulgit, Rosemary. Twice-exceptional kids: A guide for assisting students who are both academically gifted and learning disabled. Lanham, MD: Rowman & Littlefield Education, 2008.

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

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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 chapter offers a recipe for thinking through each of these areas in a collaborative way with the school team in order to develop appropriate educational programs.
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National Education Association of the United States., ed. The twice-exceptional dilemma. [Washington, D.C.]: National Education Association, 2006.

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Kaufman, Scott Barry, ed. Twice Exceptional. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.001.0001.

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This book is dedicated to supporting children who simultaneously have areas of giftedness (i.e., have exceptional capacities, competencies, creativity, and commitments) while also having exceptional disability. So many of these “twice exceptional” (2e) kids are falling between the cracks in an educational environment that does not nurture and support all different kinds of learners and innovators and does not help them truly realize their potentialities as a whole person. The book, written by experts in the field, covers an array of cutting-edge, evidence-based issues and approaches dealing with twice exceptional students, including identification, advocacy, collaborative partnership with families, special populations (including autism, dyslexia, and attention deficit hyperactivity disorder), cultural diversity, social-emotional development, and models of programs designed explicitly to support twice exceptional children. While the focus of this volume is on the unique learning and social-emotional needs of this population, the methods and scientific findings presented in this volume are applicable to bringing out the best in all students.
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Successful Strategies for Twice-Exceptional Students. Prufrock Press, 2005.

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Gilman, Bobbie, and Dan Peters. Finding and Serving Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0002.

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Gifted children with coexisting disabilities—the twice exceptional or 2e—exhibit complex patterns of strengths and weaknesses. Either exceptional ability or disability may mask the other, or combined exceptionalities may appear average. A case study illustrates how interpretation of changes in special education law may overlook 2e students who perform too well to qualify for services yet have disabilities significant enough to undermine success as the demands of their education increase. Department of Education policy letters are discussed, especially regarding a state’s right to condition service eligibility upon below-grade-level performance and reduce access to assessment. The student’s comprehensive diagnostic testing is explored. A triaged approach, using observed characteristics of 2e learners, is recommended to determine when comprehensive evaluation is needed to interpret a complex 2e student’s learning challenges, guide interventions/accommodations through an Individualized Education Program or Section 504 Plan, and ensure a Free Appropriate Public Education.
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Karnes, Frances, Kevin Besnoy, and Kristen Stephens. Successful Strategies for Twice-Exceptional Students. Prufrock Press, 2014.

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Book chapters on the topic "Twice-exceptional students"

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Missett, Tracy C. "Twice-Exceptional Students." In Fundamentals of Gifted Education, 361–71. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-33.

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Felder, Monique T., Gloria D. Taradash, Elise Antoine, Mary Cay Ricci, Marisa Stemple, and Michelle Byamugisha. "Twice-Exceptional Students." In Increasing Diversity in Gifted Education, 61–79. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235767-5.

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Roberts, Julia Link, and Jennifer L. Jolly. "Twice-Exceptional Students." In A Teacher's Guide to Working With Children & Families From Diverse Backgrounds, 35–45. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232643-4.

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Carpenter, Ashley Y. "Twice-Exceptional Students." In Handbook for Counselors Serving Students With Gifts & Talents, 305–23. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-19.

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Margot, Kelly C., and Jacque Melin. "Twice-Exceptional Learners." In Gifted Education and Gifted Students, 35–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-5.

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Silverman, Linda Kreger. "Hidden Treasures: Twice Exceptional Students." In The SAGE Handbook of Gifted and Talented Education, 144–58. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526463074.n14.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Students Who are Twice–Exceptional." In Best Practices In Gifted Education, 25–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-5.

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Adams, Cheryll M., Nina Yssel, and Heidi Anwiler. "Twice-Exceptional Learners and RtI." In Implementing RtI With Gifted Students, 229–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235736-16.

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Jung, Jae Yup, and Peta Hay. "Identification of gifted and twice-exceptional students." In Exploring Gifted Education, 12–31. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351227704-3.

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Jung, Jae Yup. "The career decisions of twice exceptional students." In The Career Decisions of Gifted Students and other High Ability Groups, 97–107. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429487712-7.

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Conference papers on the topic "Twice-exceptional students"

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Baranová, Petra, Ivana Márová, and Petr Kachlík. "THE ISSUE OF IDENTIFICATION AND ASSESSMENT OF TWICE-EXCEPTIONAL STUDENTS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1251.

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2

Park, Hye Jin. "The Effects of TEAMS Three-Pronged Model for Supporting High School Twice-Exceptional Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441782.

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3

Baranová, Petra, and Ivana Márová. "PSYCHOSOCIAL CHARACTERISTICS OF TWICE-EXCEPTIONAL STUDENTS IN COMBINATION OF SPECIFIC LEARNING DISABILITIES AND INTELLECTUAL GIFTEDNESS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1828.

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