Beverly A. Trail - Twice-Exceptional Gifted Children

T wice-exceptional learners (gifted students with disabilities) continue to be a misunderstood, misjudged, and neglected segment of the student population (Bianco, 2005; Brody & Mills, 1997; Cline & Schwartz, 1999; Davis & Rimm, 2004; Karnes, Shaunessy, & Bislan, 2004; Whitmore & Maker, 1985). For years, gifted and special education students were thought to be at opposite ends of the intelligence spectrum. It was not until the 1970s that educators realized gifted students also could have disabilities. James J. Gallagher coined the term twice-exceptional to denote students who are both gifted and have disabilities (Coleman, Harradine, & King, 2005). Masked disabilities make aspects of academic achievement difficult for these gifted students. Identification of students who are twice-exceptional is difficult because their strengths and weaknesses mask each other, creating a unique learner profile. The profiles of twice-exceptional students are atypical of a gifted student or a student with disabilities. The educational needs of twice-exceptional students tend to be overlooked when the students are assessed for either gifted or special education services because their special characteristics are not considered in the separate identification protocols (Brody & Mills, 1997). Often the disabilities and/or gifted potential remain unnoticed for years while the student level of frustration continues to increase.

The important concepts discussed in each chapter are summarized in the overview below. The chapters build on each other to create a comprehensive understanding of what twice-exceptional learners need in order to be successful in school.

Chapter 1: Unique Learners

• Twice-exceptional learners have the characteristics of gifted students and students with disabilities.
• There is no federal definition for twice-exceptional learners to guide the identification process.
• Unique characteristics can make it difficult for twice-exceptional learners to qualify for either gifted or special education services.
• Twice-exceptional learners are at risk when services are delayed.

Chapter 2: Response To Intervention

• Response to intervention can be effectively implemented to meet the diverse needs of twice-exceptional learners.
• It is a collaborative process involving classroom teachers, gifted education specialists, special education specialists, parents, students, and other specialists or administrators as needed.
• The problem-solving process provides a comprehensive structure to define student needs, plan interventions, implement the plan, monitor students progress, and make sure the plan is modify accordingly.
• Tiers of interventions include specific strategies at the universal, targeted, and intensive levels.

Chapter 3: Continuum of Needs and Services

• Determine the risk and resiliency factors that are influencing the students achievement in a positive or negative way.
• Review qualitative and quantitative data to get a clear understanding of the students abilities and disabilities. Recommend additional assessments if needed.
• Define the individual students strengths and challenges.
• Identify learner needs and develop measurable goals that will guide interventions.