Policy Considerations for Twice-Exceptional Students

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 plan...

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Bibliographic Details
Published inGifted child today magazine Vol. 45; no. 4; pp. 212 - 219
Main Authors Foley-Nicpon, Megan, Teriba, Akorede
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.10.2022
SAGE PUBLICATIONS, INC
Subjects
Ability Identification
Curriculum Development
Disability Identification
Education policy
Educational Policy
Exceptional children
Federal Legislation
Gifted children
Gifted Disabled
Gifted education
Individualized Education Programs
Intervention
State Policy
Students
Students with disabilities
Talent Development
disability
gifted education
twice-exceptional
policy
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Summary: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.
ISSN:1076-2175
2162-951X
DOI:10.1177/10762175221110943