Twice-Exceptionality

Baum, Susan M.; Schader, Robin M.

doi:10.4324/9781003239345-2

Cited by 2 publications

(12 citation statements)

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“…Both gifted and twice-exceptional students are two related groups who are often described as at risk of educational alienation and disengagement (Amend, 2018;Baum and Schader, 2021). Such experiences may make them vulnerable to bullying and social isolation (Ribeiro Piske et al, 2022), adversely impacting social and emotional development (Foley-Nicpon, 2021).…”

Section: Defining Intellectual Giftedness and Twice-exceptionalitymentioning

confidence: 99%

“…Ronksley-Pavia (2020) argues that 7% of those identified as gifted may be considered twiceexceptional and although exact figures are unknown for several reasons (e.g., lack of reporting requirements, little empirical research), it is expected that the needs of millions of students globally may remain unidentified in the schooling system. They remain one of the most globally underserved student populations (Foley-Nicpon et al, 2011;Baum and Schader, 2021).…”

Section: Defining Intellectual Giftedness and Twice-exceptionalitymentioning

confidence: 99%

“…Such oversights and justifications contribute to the lack of identification of and support for gifted students with disabilities. There is confusion around school students where the two constructs of giftedness and disabilities co-occur within one person (Baum and Schader, 2021).…”

Section: Introductionmentioning

confidence: 99%

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What would it take? Enhancing outcomes for high-ability students with disability

Townend,

McGregor,

Alonzo

et al. 2024

Front. Educ.

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A troubling misconception exists that high-ability is enough to ensure positive educational, mental health and well-being outcomes for gifted students. Of course, we want all our students to develop their potential in school, so why are so many of our more able children failing in school and enduring the repercussions of reduced well-being? The notion that a student is not highly able if they are receiving poor grades is a common societal misconception, and this is commonly the case for gifted learners with disability, also known as twice-exceptional students. A considerable number of school students globally have intellectual ability in the gifted range, a high number of those are gifted with co-occurring disability, and many remain unidentified. It is, therefore, likely that a significant percentage of our classrooms have students who may be flying under the radar and are likely to be underachieving or unsupported within the school system. The purpose of this article is to highlight the issues around gifted students with disability that may contribute to their underachievement. Also discussed is how educators, counsellors and other key stakeholders can support this unique population of students.

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Section: Defining Intellectual Giftedness and Twice-exceptionalitymentioning

confidence: 99%

Section: Defining Intellectual Giftedness and Twice-exceptionalitymentioning

confidence: 99%

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What would it take? Enhancing outcomes for high-ability students with disability

Townend,

McGregor,

Alonzo

et al. 2024

Front. Educ.

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“…However, neither giftedness nor disability are homogeneous concepts. Ecological factors influence how these coinciding and interacting exceptionalities create barriers and chances for development and functioning (Baum & Schader, 2020; Trail, 2022). For this article, twice-exceptionality is defined as a long-term observation of a learner displaying traits of giftedness coinciding and interacting with the symptoms of a learning or developmental disability.…”

Section: Definitionsmentioning

confidence: 99%

“…In the Netherlands, we optimize interventions using four elements: (a) sti mulation, (b) co mpensation, (c) r emediation, and (d) ex emption (StiCoREx) (Schultz, 2012; van Groenesteijn et al, 2011) (see Figure 1). Stimulation primarily aims to allow the learner’s talent to develop (Baum & Schader, 2020). Compensation can be divided into compensation through ecological support and compensation achieved by using the learner’s developmental potential.…”

Section: Definitionsmentioning

confidence: 99%

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

van Gerven

2023

Journal for the Education of the Gifted

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This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.

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Twice-Exceptionality

Cited by 2 publications

References 0 publications

What would it take? Enhancing outcomes for high-ability students with disability

What would it take? Enhancing outcomes for high-ability students with disability

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

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