Twice Exceptional: Multiple Pathways to Success

Abstract

This chapter addresses the interplay of exceptionality relating to students who are gifted and talented as well as disabled (twice-exceptional). Following a brief introduction, information relevant to primary twice-exceptional subgroups including gifted students with learning disability, intellectual disability and/or autism, Asperger’s Syndrome, attention deficit hyperactivity disorder, and sensory impairment is presented. Key areas relating to meeting the full range of needs for students who are twice exceptional in the school including identification, curriculum and instruction, and teacher preparation are discussed. The chapter concludes that even though our knowledge base and classroom practices regarding the twice-exceptional remain a “desultory duality” the future holds greatest promise for these students in inclusive schools.