Twice-Exceptional Learners Who Needs to Know What?

• Published in: The Gifted child quarterly Vol. 57; no. 3; pp. 169 - 180
• Main Authors: Foley-Nicpon, Megan, Assouline, Susan G., Colangelo, Nicholas
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2013; SAGE PUBLICATIONS, INC
• Subjects: Children; Disabilities; Education for All Handicapped Children Act; Educational Legislation; Electronic Mail; Expertise; Federal Legislation; Gifted; Gifted children; Gifted education; Individuals with Disabilities Education Act; Knowledge; Learning Disabilities; Needs Assessment; Rehabilitation Act 1973 (Section 504); Response to Intervention; Special Education; Students; Teaching methods; multivariate analyses; assessment; special populations/underserved gifted; quantitative methodologies; twice-exceptional
• ISSN: 0016-9862; 1934-9041
• DOI: 10.1177/0016986213490021

Twice-exceptionality is gaining increasing recognition in the gifted education literature but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals’ experience working with this population of learners. Three-hundred and seventeen individuals completed an online Twice-Exceptional Needs Assessment, which consisted of 14 questions assessing issues pertaining to twice-exceptionality knowledge and experience, as well as knowledge of policies relevant to both gifted and special education. Results indicated that educators were more familiar with standards within their specific area of expertise (e.g., gifted or special education) and that fewer professionals were familiar with the use of Response to Intervention with twice-exceptional children. Gifted education professionals had significantly more knowledge and experience with twice-exceptionality than did professionals in other domains. We conclude with implications for educators and recommendations for expanding professional understanding of twice-exceptionality outside the field of gifted education to meet twice-exceptional students’ multifaceted needs.