Journal articles: '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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Coleman, Mary Ruth, Christine Harradine, and Emily Williams King. "Meeting the Needs of Students who are Twice Exceptional." TEACHING Exceptional Children 38, no. 1 (September 2005): 5–7. http://dx.doi.org/10.1177/004005990503800101.

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Alloway, Tracy Packiam, Miquela Elsworth, Neal Miley, and Sean Seckinger. "Computer use and behavior problems in twice-exceptional students." Gifted Education International 32, no. 2 (June 26, 2014): 113–22. http://dx.doi.org/10.1177/0261429414540392.

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King, Emily Williams. "Addressing the Social and Emotional Needs of Twice-Exceptional Students." TEACHING Exceptional Children 38, no. 1 (September 2005): 16–21. http://dx.doi.org/10.1177/004005990503800103.

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Jeweler, Sue, Linda Barnes-Robinson, Betty Roffman Shevitz, and Rich Weinfeld. "Bordering on Excellence: A Teaching Tool for Twice-Exceptional Students." Gifted Child Today 31, no. 2 (January 2008): 40–46. http://dx.doi.org/10.4219/gct-2008-760.

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Minnaert, Alexander. "Inclusive Support to Safeguard the Strengths of Twice-Exceptional Students." Madridge Journal of Behavioral & Social Sciences 5, no. 1 (June 25, 2022): 86–88. http://dx.doi.org/10.18689/mjbss-1000115.

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Gierczyk, Marcin, and Garry Hornby. "Twice-Exceptional Students: Review of Implications for Special and Inclusive Education." Education Sciences 11, no. 2 (February 22, 2021): 85. http://dx.doi.org/10.3390/educsci11020085.

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The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

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Hamzić, Uma, and Senad Bećirović. "Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities." MAP Social Sciences 1, no. 1 (September 3, 2021): 13–22. http://dx.doi.org/10.53880/2744-2454.2021.1.1.13.

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Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

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Assouline, Susan G., Megan Foley Nicpon, and Dawn H. Huber. "The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors." Professional School Counseling 10, no. 1_suppl (October 2006): 2156759X0601001. http://dx.doi.org/10.1177/2156759x0601001s03.

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The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations.

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Conejeros-Solar, María Leonor, María Paz Gómez-Arizaga, Robin M. Schader, Susan M. Baum, Katia Sandoval-Rodríguez, and Sandra Catalán Henríquez. "The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends." SAGE Open 11, no. 2 (April 2021): 215824402110222. http://dx.doi.org/10.1177/21582440211022234.

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Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.

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Cain, Meghan K., Juhi R. Kaboski, and Jeffrey W. Gilger. "Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder." Autism 23, no. 7 (January 11, 2019): 1663–74. http://dx.doi.org/10.1177/1362361318804019.

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Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize.

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Walrod, David P. "Equity Through the Participation of Twice-Exceptional Students in Gifted Programming." Gifted Child Quarterly 66, no. 2 (January 3, 2022): 142–43. http://dx.doi.org/10.1177/00169862211037717.

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Anketell, Kimberley, and Mary Hill. "Resource teachers of learning and behaviour (RTLB) support for twice exceptional students." Set: Research Information for Teachers, no. 2 (October 1, 2022): 16–21. http://dx.doi.org/10.18296/set.1506.

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Twice-exceptional (2e) students face many barriers to learning opportunities due to their combinations of giftedness and learning disabilities. If 2e students are referred to special education teachers such as resource teachers of learning and behaviour (RTLB), challenges may be encountered when RTLB lack knowledge of twice-exceptionality. This article provides insight into the barriers RTLB face when identifying 2e students, and how RTLB provide learning programmes that promote and strengthen 2e students’ talents while scaffolding support for their learning disabilities. It draws upon a small exploratory qualitative study of RTLB knowledge of 2e concepts, how they identified these students, and the common intervention approaches used when working with 2e students.

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Marčun Kompan, Andreja. "Dvojno izjemni učenci: glasbeno talentirani učenci s posebnimi potrebami / Twice-exceptional students: musically gifted special needs students." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 16, no. 32 (November 26, 2020): 59–74. http://dx.doi.org/10.26493/2712-3987.16(32)59-74.

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The article focuses on twice-exceptional students; that is, to those students who, on the one hand, face either obstacles or deficiencies or disorders and are mostly referred to as students with special needs, and on the other hand are musically gifted. In order to get a slightly clearer insight into the music education of twice-exceptional students, some foreign and domestic studies are presented, focusing on different groups of musically gifted students who are also special needs students. Furthermore are summarized the basic findings of case studies from Slovenian music schools, conducted as part of a doctoral research. These show how basic music education is experienced by teachers, parents and students who have successfully showed musical talent by passing the preliminary exam, and at the same time have a variety of special needs.

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Elhoweris, Hala, Sarah Bond, Mona Alameri, Rachel Takrit, and Najwa Alhosani. "Attitudes of Abu Dhabi Educators Toward Gifted Education and Twice-Exceptional Students." Exceptionality Education International 31, no. 1 (June 22, 2021): 23–39. http://dx.doi.org/10.5206/eei.v31i1.14051.

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The purpose of the study was to explore attitudes of educators in the United Arab Emirates toward gifted education and twice-exceptional students. One thousand and seventy-five educators (81% general education teachers and 19% teachers of the gifted) participated in this study. Data were collected using an online dual-language survey instrument, which was distributed using the Qualtrics system. Findings of this study indicated that Abu Dhabi teachers have positive attitudes toward gifted education and twice-exceptional students. No significant differences were found in scores for general educators as compared to those for teachers of the gifted. The findings also indicated that Abu Dhabi educators who had no experience of teaching gifted children had a more positive attitude toward them than those who had experience.

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Hulsey, Donna B., Titus R. Moten, Maryann R. Hebda, Tracey N. Sulak, and Janet H. Bagby. "Using Behavioral Engagement Measures of Multiple Learning Profiles to Recognize Twice-Exceptional Students." Gifted Child Today 46, no. 1 (November 27, 2022): 13–24. http://dx.doi.org/10.1177/10762175221131055.

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Using the ECLS-K:2011, a nationally representative dataset, we compared measures of behavioral engagement among students with four different learning profiles: students identified with learning disabilities, students identified as gifted, students identified as both gifted and having a learning disability (twice-exceptional; 2e), and general education students. Behavioral engagement focuses on conduct in class, participation in school-related activities, and interest in academic tasks. We detected differences in engagement among the four learner profiles, specifically when comparing students with disabilities to other profiles. When comparing students with disabilities and general education students to gifted and 2e students, the effect size was medium to large. The effect size between the gifted and 2e profiles was small, suggesting similar behavioral engagement. Because disabilities and giftedness can often “mask” each other, these findings suggest that recognizing how behavioral engagement manifests in each category can lead to more accurate identification of special-needs students for GT assessment.

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Al-Hroub, Anies. "Use of the Jordanian WISC-III for Twice-Exceptional Identification." International Journal for Talent Development and Creativity 8, no. 1-2 (April 27, 2021): 121–44. http://dx.doi.org/10.7202/1076752ar.

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The main purpose of this research was to investigate empirically the Wechsler Intelligence Scale for Children – the third Jordanian version (hereinafter WISC-III-Jordan) profiles to analyze cognitive factors for ‘twice-exceptional’ (2E) children characterizing ‘mathematical giftedness with learning disabilities (MG/LDs). The paper examined whether WISC-III-Jordan, the latest adapted version in Jordan, is a useful psychometric assessment tool for providing a partial picture of the cognitive weaknesses and strengths of 2E learners. Thirty MG/LDs students (16 girls and 14 boys) and a control group of 22 ‘intellectually average students with learning disabilities’ (Average-IQ/LDs) (10 girls and 12 boys) were administered the WISC-III-Jordan. The two experimental and control groups, aged between 11 and 12 years, were chosen from three public primary schools in Amman, Jordan. While differences between the two groups were investigated, a comparison of 17 factors was made using five cognitive classification systems: Wechsler (1974 and 1991), Horn (1989), Bannatyne (1974), Kaufman (1975, 1994), and Rapaport et al., (1945-1946), in addition to the ACID profile (Arithmetic, Coding, Information, and Digit Span). The findings revealed that the MG/LDs sample demonstrated a significant discrepancy between the verbal and performance IQ subscales, but no significant scattered subtest profile was yielded. Relative strengths were shown in four subtests: Comprehension, Arithmetic, Vocabulary, and Picture Completion. Both experimental and control groups showed relative weaknesses in three subtests: Coding, Information, and Similarities. The analysis of the cognitive systems revealed that the Rapaport et al. (1945-1946) and Kaufman (1994) models were the most powerful for discriminating between the two groups. As opposed to the ACID profile, the Bannatyne (1974) model was the only classification not found to be useful in diagnosing students with learning disabilities. Finally, while the MG/LDs group showed significant relative strength in the visual-perceptual awareness and coordination compared to the Average-IQ/LDs group, both groups showed relative weaknesses in Sequencing Ability, Visual-Motor Coordination, and Broad Speediness.

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Dimitriadis, Christos, Jan Georgeson, Paty Paliokosta, and Jo Van Herwegen. "Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?" Roeper Review 43, no. 2 (April 3, 2021): 99–111. http://dx.doi.org/10.1080/02783193.2021.1881851.

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lynne hannah, c., and Bruce M. Shore. "Twice-Exceptional Students' Use of Metacognitive Skills on a Comprehension Monitoring Task." Gifted Child Quarterly 52, no. 1 (January 2008): 3–18. http://dx.doi.org/10.1177/0016986207311156.

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Grigorenko, Elena L. "Twice Exceptional Students: Gifts and Talents, the Performing Arts, and Juvenile Delinquency." New Directions for Child and Adolescent Development 2020, no. 169 (January 2020): 59–74. http://dx.doi.org/10.1002/cad.20326.

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Prior, Susan. "Transition and Students With Twice Exceptionality." Australasian Journal of Special Education 37, no. 1 (April 18, 2013): 19–27. http://dx.doi.org/10.1017/jse.2013.3.

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Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities, there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally, the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition.

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Renzulli, Sara J., and Nicholas Gelbar. "Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students." Professional School Counseling 23, no. 1 (January 2019): 2156759X2094063. http://dx.doi.org/10.1177/2156759x20940636.

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School counselors have a variety of opportunities to serve as advocates and leaders for students identified as twice exceptional (2E). We explore these opportunities and discuss the academic and social/emotional challenges 2E students face and current operational definitions for this population. We also discuss strategies school counselors can use to help students increase their academic and social success. We introduce strengths-based educational approaches as a best practice for working with this unique population, including the use of support strategies, enrichment clusters, and extracurricular activities.

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Townend, Geraldine, and Raymond Brown. "Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students." International Journal of Educational Research 80 (2016): 15–24. http://dx.doi.org/10.1016/j.ijer.2016.07.006.

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Ronksley-Pavia, Michelle, Peter Grootenboer, and Donna Pendergast. "Bullying and the Unique Experiences of Twice Exceptional Learners: Student Perspective Narratives." Gifted Child Today 42, no. 1 (December 18, 2018): 19–35. http://dx.doi.org/10.1177/1076217518804856.

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Bullying is known to be prevalent across social settings for children, particularly, for those who have disability and intermittently gifted students. What remains relatively underresearched is the phenomenon of bullying in the lives of twice-exceptional children. This article presents findings about the bullying experiences of eight twice-exceptional children aged 9 to 16 years from a study that explored the lived experiences of these children. Their narratives describe the pervasiveness of bullying. The six themes which emerged from the data about bullying experiences were (a) bullying by peers, (b) bullying by teachers, (c) teachers’ and adults’ responses to bullying, (d) social isolation and bullying, (e) the emotional effects of being bullied, and (f) protective factors. The contribution to the field of twice-exceptionality along with the children’s experiences and consequences of being bullied are discussed. This article concludes with recommendations for practice and further research.

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Park, Soeun, Megan Foley-Nicpon, Alyssa Choate, and Mallory Bolenbaugh. "“Nothing Fits Exactly”: Experiences of Asian American Parents of Twice-Exceptional Children." Gifted Child Quarterly 62, no. 3 (March 5, 2018): 306–19. http://dx.doi.org/10.1177/0016986218758442.

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Parents of high-ability students with disabilities (i.e., twice-exceptional) play a crucial role in their children’s home and educational environments. In addition, parents’ sociocultural contexts, including race and ethnicity, can influence their parenting practice. We conducted interviews with 10 Asian American parents from diverse ethnic backgrounds and analyzed the interview transcripts by using a phenomenological framework and general inductive approach. Themes identified included the parents’ recognition of and reaction to twice-exceptionality, challenges and efforts in supporting their children, and perception of their sociocultural contexts in relation to parenting practices. The Asian American parents in this study developed resilient parenting styles and persistent advocacy efforts as they navigated the complex characteristics of twice-exceptionality within their multilayered cultural contexts. Findings are particularly important for practitioners and educators who work with Asian American parents and/or high-ability children with disabilities to better address their complex needs.

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Bell, Sherry Mee, Emily P. Taylor, R. Steve McCallum, Jeremy T. Coles, and Elizabeth Hays. "Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement." Journal for the Education of the Gifted 38, no. 3 (July 2015): 294–317. http://dx.doi.org/10.1177/0162353215592500.

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Wang, Clare Wen, and Maureen Neihart. "How Do Supports From Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students." Gifted Child Today 38, no. 3 (June 21, 2015): 148–59. http://dx.doi.org/10.1177/1076217515583742.

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Gunter, Glenda A., and Robert F. Kenny. "UB the director: Utilizing digital book trailers to engage gifted and twice-exceptional students in reading." Gifted Education International 28, no. 2 (March 27, 2012): 146–60. http://dx.doi.org/10.1177/0261429412440378.

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Attempts to increase motivation in reluctant readers have been the focus of many local, state and federal reading research initiatives. Only recently have researchers and educators come to understand that many of these same issues also face teachers of gifted and talented learners. Frequently, students who are bright and talented but do not perform to their academic ability are categorized as being underachievers or unmotivated. In this article, the authors explore some reasons why gifted students struggle with reading and why they, like those in regular classrooms, are reluctant to read and write. This study uses a computerized version of the Matching Familiar Figures Test as an identifier and predictor of student performance. An instructional intervention (UB the Director Model) is also utilized to determine if these instructional practices help to overcome these students’ reluctance and lack of motivation.

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McClurg, Virginia M., Jiaju Wu, and R. Steve McCallum. "Academic Success of General Education College Students Compared to those Screened as Twice-Exceptional and Gifted." Innovative Higher Education 46, no. 4 (March 11, 2021): 411–27. http://dx.doi.org/10.1007/s10755-021-09543-z.

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King, Seth. "The education context for twice-exceptional students: An overview of issues in special and gifted education." Neurobiology of Learning and Memory 193 (September 2022): 107659. http://dx.doi.org/10.1016/j.nlm.2022.107659.

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Pereira, Nielsen, J. Dusteen Knotts, and Julia Link Roberts. "Current status of twice-exceptional students: A look at legislation and policy in the United States." Gifted and Talented International 30, no. 1-2 (July 3, 2015): 122–34. http://dx.doi.org/10.1080/15332276.2015.1137463.

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Wang, Clare Wen, and Maureen Neihart. "Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students." Roeper Review 37, no. 2 (April 3, 2015): 63–73. http://dx.doi.org/10.1080/02783193.2015.1008660.

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McCallum, R. Steve, Sherry Mee Bell, Jeremy Thomas Coles, Kelli Caldwell Miller, Michael B. Hopkins, and Angela Hilton-Prillhart. "A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm." Gifted Child Quarterly 57, no. 4 (August 9, 2013): 209–22. http://dx.doi.org/10.1177/0016986213500070.

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VanTassel-Baska, Joyce, Annie Xuemei Feng, Julie Dingle Swanson, Chwee Quek, and Kimberley Chandler. "Academic and Affective Profiles of Low-Income, Minority, and Twice-Exceptional Gifted Learners: The Role of Gifted Program Membership in Enhancing Self." Journal of Advanced Academics 20, no. 4 (August 2009): 702–39. http://dx.doi.org/10.1177/1932202x0902000406.

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This study examined the academic and affective profiles of gifted students who were classified under the five prototypes of low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and analyzed based on interviews with selected students, their teachers, and parents. Within and cross-prototype themes were derived. Both cognitive and affective impacts were found, suggesting the power of gifted program membership on enhancing self-confidence and building higher level skills of communication and thinking. All groups interviewed appeared to think that the gifted program had been good for the students in the study, providing challenge at the cognitive level and self-confidence at the affective level. Differences that emerged through the analysis of stakeholder perspectives suggested that students were the least aware of learning problems, but more aware than their parents or teachers of the affective and social issues affecting them. Parents seemed most attuned to their child's heightened self-esteem as a result of identification and program participation. Teachers seemed very aware of learning problems displayed by the child, typically related to perceived motivation, organization, and social skills.

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Lin, Ching-Lan Rosaline, and Megan Foley-Nicpon. "Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature." Gifted and Talented International 34, no. 1-2 (July 3, 2019): 91–101. http://dx.doi.org/10.1080/15332276.2019.1704667.

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Yssel, Nina, Mike Prater, and Deb Smith. "How Can Such Kid Not Get it? Finding the Right Fit for Twice-Exceptional Students in Our Schools." Gifted Child Today 33, no. 1 (January 2010): 54–61. http://dx.doi.org/10.1177/107621751003300113.

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Lee, Kelly M., and F. Richard Olenchak. "Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis." Gifted Education International 31, no. 3 (April 16, 2014): 185–99. http://dx.doi.org/10.1177/0261429414530712.

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This paper reviews the current literature on twice-exceptional students who are dual diagnosed as having giftedness and attention deficit/hyperactivity disorder (ADHD). This area of research is warranted because giftedness and ADHD present similarly but have different ramifications for performance and outcomes. In addition, research inquiry and intervention can ease the frustration of those individuals who have both of these strengths and weaknesses. Giftedness and ADHD are examined in terms of identification of individual and dual diagnoses; performance of gifted students with ADHD, including underachievement and creativity; psychosocial outcomes; and interventions for students with giftedness/ADHD. Gaps in the literature and future directions are discussed.

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وتد ، قمر خالد and قعدان ، إيناس. "مفهوم طلاب الخصوصية المزدوجة Twice Exceptional الموهوبين ذوي الإعاقة، الكشف عنهم وسبل رعايتهم في المجتمع العربي = The Concept of Twice-Exceptional Students (Gifted with Disabilities), Diagnosis and Ways to Educate Them in Arab Society." جامعة, no. 23 (June 2020): 151–79. http://dx.doi.org/10.12816/0057207.

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Yenioğlu, Samed, Macid Ayhan Melekoğlu, and Büşra Yılmaz Yenioğlu. "A single-subject case study of twice exceptionality." Gifted Education International 38, no. 2 (January 9, 2022): 256–72. http://dx.doi.org/10.1177/02614294211064772.

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Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

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Hua, Olivia (Liv), Bruce M. Shore, and Evgeniya Makarova. "Inquiry-based instruction within a community of practice for gifted–ADHD college students." Gifted Education International 30, no. 1 (June 21, 2012): 74–86. http://dx.doi.org/10.1177/0261429412447709.

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A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement. To date the literature largely addresses how to remediate perceived deficits. Less has been written about how to develop the talent of these twice-exceptional individuals. The present semi-autobiographical narrative proposes that inquiry-based instruction within an authentic community of practice can play an integral role in talent development for gifted–ADHD undergraduate students.

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Batziaka, Elektra, Demetra Galanopoulou, Ioannis Papadogiannis, Marouso Papapetrou, and Athanasios Drigas. "ADHD and Giftedness and the Role of ICTs." Technium Education and Humanities 2, no. 4 (September 24, 2022): 34–50. http://dx.doi.org/10.47577/teh.v2i4.7384.

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The focus of this paper is to take a bibliographical look at the existing research concerning students who are considered to be twice exceptional. The specific aim is to find and analyze the most prevalent data available up to the present time of this writing regarding children who possess characteristics on both sides of the learning spectrum, namely students who are regarded as charismatic or gifted, but have also been diagnosed with ADHD. This paper attempts to find methods to aid in the recognition of the characteristics of these students, try to offer different possibilities regarding schemes and techniques in the way of diagnosis. Finally, certain approaches to successful treatment will also be suggested.

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Journal articles on the topic 'Twice-exceptional students'

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