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.

No abstract

The identification of gifted and talented behaviors within students who have an identified exceptionality has resulted in the questioning of traditional profiles of individuals qualifying for services within gifted and special education. Much of this reflection to date has been focused on the characteristics of gifted and talented behaviors exhibited by students with high incidence disabilities (learning disabilities and attention deficit/hyperactivity disorders). Absent from the literature has been an examination of the learning and personal characteristics of students identified as having an emotional/behavioral disability who concurrently exhibit gifted and talented behaviors. An exploration of the growing body of literature in the fields of gifted and special education has revealed a number of similar or common characteristics in these two populations that warrant investigation. The purpose of this article is to develop a profile in the aforementioned population to aid in the identification of, and programming for, individuals with an emotional/behavioral disability who exhibit gifted and talented behaviors. Students who have exhibited gifted behaviors in conjunction with disabilities have been referred to in the professional literature as twice-exceptional students (Nielsen, Higgins, Hammond, & Williams, 1993). Since the first recognition of the twice-exceptional student more than two decades ago research has identified the unique characteristics of this population for the purpose of developing a profile to aid in the identification and programming for these individuals. However, to date, much of this research has been limited to gifted behaviors exhibited in the high incidence areas of learning disabilities (LD) (Baum, 1994;Reis, Neu, & McGuire, 1997), and attention deficit/hyperactivity disorder (AD/HD) (Delisle, 1995;Webb & Latimer, 1993).Historically, limited interest has been shown in the recognition of, and service provisions for, individuals who qualified as disabled who exhibit gifted and talented (G/T) behaviors beyond LD and AD/HD (Johnson, Karnes, & Carr, 1997). Literature related to the education of individuals who have exhibited G/T behaviors has had limited focus on students with violent or negative behaviors (Peterson, 1997). Professionals and literature related to the education of individuals labeled with an emotional/behavioral disability (EBD) have been reluctant to concentrate on high achieving and high potential individuals within the population in lieu of behavior modification.Currently absent from the professional literature are studies that seek to develop a profile of the student labeled EBD who also exhibits G/T behaviors. The purpose of this article is to develop a profile of this student through the examination of similar or common characteristics to aid in the identification of, and programming for, individuals identified as EBD who exhibit G/T behaviors. Popular Profile of the Student Labeled EBDThe popular profile of characteristics exhibited by students labeled EBD as dissemina...

No abstract

This study examined the effects of a literary text-based course in emotional and behavioral disorders (EBD) on changing preservice teachers' attitudes toward characteristics of children with EBD. An experimental group (N = 32) was instructed with a literary text-based approach, while a control group (N = 30) was instructed with a professional text-based approach. Both groups completed a semantic differential survey measuring attitudes toward children with EBD during the first and last weeks of the 15-week course. Comparison of the groups' pre- and posttest survey results, utilizing analysis of covariance, showed the experimental group had a significantly more positive change in attitudes toward characteristics of children with EBD. Reasons why group differences in attitude occurred are discussed with emphasis on literary texts' ability to provide a more imaginative, relevant, and humane view of children with EBD.