Twice exceptional

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a hypothetical radar plot of spikey cognitive profile. Similar details can be found in Doyle, Nancy. "Neurodiversity at work: a biopsychosocial model and the impact on working adults." British medical bulletin 135, no. 1 (2020): 108-125. Spikey cognitive profile.png
a hypothetical radar plot of spikey cognitive profile. Similar details can be found in Doyle, Nancy. "Neurodiversity at work: a biopsychosocial model and the impact on working adults." British medical bulletin 135, no. 1 (2020): 108-125.

The term twice-exceptional or 2e refers to individuals acknowledged as gifted and neurodivergent. On literal sense, it means a person (usually a child or student but can also be an adult), is at the same time, very strong or gifted at some task, and very weak or unable in some other task. Due to this duality of their cognitive profile, the strengths as well as weaknesses and struggles may remain unnoticed or unsupported. Also conditions like hyperlexia or precocious development in some aspects, while having difficulties in common or day-to day tasks, these people may frequently face contradictory situations which lead to disbelief, judgements, alienation, and other forms of epistemic injustice. Some related terms are "performace discrepancy", "cognitive discrepancy", "uneven cognitive profile", and "spikey profile". Due to simultaneous combination of abilities and inabilities, these people do not often fit into an age-appropriate or socially-appropriate niche. An extreme form of twice-exceptionalism is Savant syndrome. The individuals often identify with the description of twice-exceptional due to their unique combination of exceptional abilities and neurodivergent traits. The term twice-exceptional first appeared in Dr. James J. Gallagher's 1988 article titled National Agenda for Educating Gifted Students: Statement of Priorities. [2] Twice-exceptional individuals embody two distinct forms of exceptionalism: one being giftedness and the other including at least one aspect of neurodivergence. Giftedness is often defined in various ways and is influenced by entities ranging from local educational boards to national governments; [3] however, one constant among every definition is that a gifted individual has high ability compared to their age-level neurotypical peers. The term neurodivergent describes an individual whose cognitive processes differ from those considered neurotypical and who possesses strengths that exceed beyond the neurotypical population. Therefore, the non-clinical designation of twice-exceptional identifies a gifted person with at least one neurodivergent trait. [4]

Contents

Misunderstood children

Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities". [5] In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent [6] although as yet there is no empirical research to confirm this theory. The interplay of exceptional strengths and weaknesses in a single individual results in inconsistency in performance. They might present any of the three profiles identified by educator and researcher Dr. Susan Baum:

In the case of behavioral/socioemotional, rather than cognitive problems, both strengths and deficits can be intensified. A twice-exceptional student's grades commonly alternate between high and low, sometimes within the same subject. The child might have advanced vocabulary and ideas but be unable to organize those ideas and express them on paper. They might be a skilled artist or builder but turn in assignments that are messy or illegible. They might complete assignments but lose them or forget to turn them in. To the parents and teachers observing this behavior, it may seem that the child just isn't trying. In fact, many twice-exceptional children work as hard if not harder than others, but with less to show for their efforts. This struggle to accomplish tasks that appear easy for other students can leave twice-exceptional children frustrated, anxious, and depressed. It can rob them of their enthusiasm and energy for school and damage their self-esteem.[ citation needed ]

Some other common situations may involve some amazing performance or contributions by such individual may be mistakenly distrusted, discredited, or undervalued because they are not known to be brilliant in other areas, or because they are way ahead than their peers in some aspects. Nikola Tesla, for example, was thought to be cheating when he was doing college calculus problems without pen or paper. [ citation needed ], whereas, some of these students may never reveal their skills and interests due to a learning environment that does not allow creativity. It has been said that "so called high functioning term ignores the hardships, whereas the so called low functioning terminology ignores potentials"[ citation needed ] . So "presume competence"[ citation needed ] has been recommended.

Identifying twice exceptionality

Formal identification of twice exceptionality requires identification and formal clinical diagnosis of each of at least two separate underlying exceptionalities. Given the statistical rarity, wide variety of presentations, and practical access issues with obtaining adequate diagnostic assessments, it is not unusual for 2e children or adults in open society to have not been accurately identified or adequately diagnosed.

Children identified as twice exceptional can exhibit a wide range of traits, many of them typical of gifted children. Like those who are gifted, twice-exceptional children often show greater asynchrony than average children (that is, a larger gap between their mental age and physical age). They are often intense and highly sensitive to their emotional and physical environments. The following chart summarizes characteristics commonly seen in this population.

Some common characteristics of twice-exceptional children [7]
StrengthsDeficits
  • Superior vocabulary
  • Poor social skills
  • Advanced ideas and opinions
  • High sensitivity to criticism
  • High levels of creativity and problem-solving ability
  • Lack of organizational and study skills
  • Extremely curious and inquisitive
  • Discrepant verbal and performance skills
  • Very imaginative and resourceful
  • Manipulative
  • Wide range of interests not related to school
  • Poor performance in one or more academic areas
  • Penetrating insight into complex issues
  • Difficulty with written expression
  • Specific talent or consuming interest area
  • Stubborn, opinionated demeanor
  • Sophisticated sense of humor
  • High impulsivity

[8] Twice exceptionality often does not show up until children are in school. In their early years, these children often seem very bright, with varied interests and advanced vocabularies (particularly with reference to same-age peers); and many times parents are unaware that they have a child with 2e. Teachers sometimes spot problems in school; sometimes parents are the first to notice their children's frustrations with school. During the early years it may be social difficulties. The 2e child may find it hard to make friends and fit in. Academic problems often appear later. As work demands increase, teachers may see a drop or inconsistencies in the student's performance, sometimes accompanied by an increase in problem behaviors. Some 2e students withdraw, showing reluctance to speak out or take other risks in class; while others play the class clown. Some are unable to stay focused, find it hard to sit still and work quietly, and have difficulty controlling anger or frustration.

If these difficulties persist, school personnel or parents may decide that evaluation is needed. Along with a physical examination, children may undergo psycho-educational testing to determine the cause of their struggles. The professionals who take part in the process should be knowledgeable about giftedness. Some characteristics of giftedness can look very much like those of a learning disability or disorder and, as a result, gifted children are sometimes incorrectly diagnosed with disorders. [9] For instance, if a single IQ score is considered in the identification of giftedness, 2e individuals with learning disabilities are likely to be misidentified. [10] Therefore, evaluation results should indicate the child's areas of strength and weakness and identify whether any disorders or learning disabilities are present. In addition, the results should include information on what the child needs in order to build on the strengths and compensate for the weaknesses that have been identified. Teaching to students' abilities rather than disabilities increases self-concept scores. [11]

Support

Twice-exceptional (2e) children possess both giftedness and learning disabilities, requiring specialized support to thrive academically and socially. [12] Their strengths are crucial for success, [13] and they excel in environments that offer intellectual challenges and complex thinking opportunities. [14] Essential support mechanisms include encouragement, [15] compensation strategies, [16] and accommodations such as time allowances. [17] Effective interventions must address their intellectual and social-emotional needs, [18] ensuring their gifts are recognized. At the same time, challenges they may encounter in their environment can be mitigated through self-advocacy skills [19] and utilization of social and legal protections. [20] Moreover, distinctions should be made to address the unique challenges that different diagnoses may present in individuals, particularly those with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). [21]

While both gifted individuals who are also identified as ASD or ADHD may exhibit high intelligence and unique interests, a key difference lies in their social interaction patterns. Some autistic individuals have unique profiles that may challenge reciprocal communication and understanding social cues and pacing, [22] which can dramatically impact their learning opportunities. [23] Alternatively, those with ADHD may require support with interest-based engagement and impulsiveness, [24] which can influence their needs for organization support and time allowances, as well as opportunities to seek novelty. [25]

Given these complexities, counselors and psychologists play vital roles in supporting 2e students. Counselors are positioned to be valuable resources for teachers, other school personnel, and community members who might need to become more familiar with twice-exceptionality. Psychologists provide and interpret assessments and develop targeted interventions based on students’ cognitive profiles. Both professionals are essential in creating supportive educational environments that recognize and nurture the unique abilities of twice-exceptional students. Counselors, psychologists, and educators must adjust their approaches based on the 2e students’ developmental levels [26] [27] [28] to help ensure that environmental factors comply with and appropriately accommodate for these needs to ensure accelerative opportunities and talent development commensurate with individuals’ talents, skills, and creative gifts.

Education

The twice-exceptional education movement started in the early 1970s with "gifted-handicapped" education, [29] a term essentially referring to the same population. The 2e education approach has 35 years of research and best practices tailored to the needs of 2e students. It is a marriage between special education and gifted education—a strengths-based, differentiated approach that provides special educational supports. Many argue that talent development is the most critical aspect of their education. [30]

When teaching 2e students there are methods an educator should avoid. Twice exceptionality students do not respond well to lectures, and tend to gravitate more toward "big picture" learning[ citation needed ]. These students have a hard time following unnecessarily strict rules, and should not be expected to conform to them. Instead, being flexible with them, and focusing more on holistic, big-picture learning is recommended.

Still, finding schools that can meet the needs of twice exceptional children can be a challenge for many parents. Public and private schools with programs that combine the appropriate levels of challenge and support for these learners are in the minority. For this reason, a number of parents choose alternative educational options for their 2e children, including homeschooling and virtual schools. [31]

Only a handful of schools in United States offer a curriculum specifically tailored to 2e children. Some public schools offer part-time programs for twice exceptional students, where they can progress in subjects like math at their own pace, and meet other students like themselves.[ citation needed ]

See also

Related Research Articles

Intellectual giftedness is an intellectual ability significantly higher than average and is also known as high potential. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. These consequences sometimes include stigmatizing and social exclusion. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.

Gifted education is a sort of education used for children who have been identified as gifted or talented.

Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.

Developmental disorders comprise a group of psychiatric conditions originating in childhood that involve serious impairment in different areas. There are several ways of using this term. The most narrow concept is used in the category "Specific Disorders of Psychological Development" in the ICD-10. These disorders comprise developmental language disorder, learning disorders, developmental coordination disorders, and autism spectrum disorders (ASD). In broader definitions, attention deficit hyperactivity disorder (ADHD) is included, and the term used is neurodevelopmental disorders. Yet others include antisocial behavior and schizophrenia that begins in childhood and continues through life. However, these two latter conditions are not as stable as the other developmental disorders, and there is not the same evidence of a shared genetic liability.

<span class="mw-page-title-main">Neurodiversity</span> Non-pathological explanation of variations in mental functions

The neurodiversity paradigm is a framework for understanding human brain function that recognizes the diversity within sensory processing, motor abilities, social comfort, cognition, and focus as neurobiological differences. This diversity falls on a spectrum of neurocognitive differences. The neurodiversity paradigm argues that diversity in neurocognition is part of humanity and that some neurodivergences generally classified as disorders, such as autism, are differences and disabilities that are not necessarily pathological. Neurotypical individuals are those who fall within the average range of functioning and thinking.

Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill. This approach often led to teaching sub-skills of reading in a decontextualized manner, preventing students with special needs from progressing to more advanced literacy lessons and subjecting them to repeated age-inappropriate instruction.

<span class="mw-page-title-main">Hyperfocus</span> Intense form of mental concentration

Hyperfocus is an intense form of mental concentration or visualization that focuses consciousness on a subject, topic, or task. In some individuals, various subjects or topics may also include daydreams, concepts, fiction, the imagination, and other objects of the mind. Hyperfocus on a certain subject can cause side-tracking away from assigned or important tasks.

Nonverbal learning disorder is a proposed neurodevelopmental disorder characterized by core deficits in nonverbal skills, especially visual-spatial processing. People with this condition have normal or advanced verbal intelligence and significantly lower nonverbal intelligence. A review of papers found that proposed diagnostic criteria were inconsistent. Proposed additional diagnostic criteria include intact verbal intelligence, and deficits in the following: visuoconstruction abilities, speech prosody, fine motor coordination, mathematical reasoning, visuospatial memory, and social skills. NVLD is not recognised by the DSM-5 and is not clinically distinct from learning disorders.

An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. IEPs must be reviewed every year to keep track of the child's educational progress. Similar legal documents exist in other countries.

<span class="mw-page-title-main">Bridges Academy</span> Independent school in Studio City, California, United States

Bridges Academy, Los Angeles, is a college prep school serving twice-exceptional learners—students who are gifted but who also have learning differences such as Autism, AD/HD, executive functioning challenges, processing deficits, and mild dyslexia. The students are driven by creativity and intellectual curiosity. The Bridges educational model is strength-based and talent-development driven. Each student has an individual learning plan created to meet their diverse learning style, academic, creative and social/emotional needs. Stimulating core classes, abundant enrichment, small class size, extensive academic supports and a vital advisory and mentoring program are all part of the Bridges approach. The school is located in Studio City, Los Angeles, California.

<span class="mw-page-title-main">Inclusion (education)</span> Where disabled students spend most of their time with non-disabled students

Inclusion in education refers to including all students to equal access to equal opportunities of education and learning, and is distinct from educational equality or educational equity. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.

Special education in the United States enables students with exceptional learning needs to access resources through special education programs. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.

In clinical diagnostic and functional development, special needs refers to individuals who require assistance for disabilities that may be medical, mental, or psychological. Guidelines for clinical diagnosis are given in both the Diagnostic and Statistical Manual of Mental Disorders and the International Classification of Diseases 9th edition. Special needs can range from people with autism, cerebral palsy, Down syndrome, dyslexia, dyscalculia, dyspraxia, dysgraphia, blindness, deafness, ADHD, and cystic fibrosis. They can also include cleft lips and missing limbs. The types of special needs vary in severity, and a student with a special need is classified as being a severe case when the student's IQ is between 20 and 35. These students typically need assistance in school, and have different services provided for them to succeed in a different setting.

Social Stories were devised as a tool to help autistic individuals better understand the nuances of interpersonal communication so that they could "interact in an effective and appropriate manner". Although the prescribed format was meant for high functioning people with basic communication skills, the format was adapted substantially to suit individuals with poor communication skills and low level functioning. The evidence shows that there has been minimal improvement in social interaction skills. However, it is difficult to assess whether the concept would have been successful if it had been carried out as designed.

<span class="mw-page-title-main">Learning disability</span> Range of neurodevelopmental conditions

Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".

Alternative therapies for developmental and learning disabilities include a range of practices used in the treatment of dyslexia, ADHD, autism spectrum disorders, Down syndrome and other developmental and learning disabilities. Treatments include changes in diet, dietary supplements, biofeedback, chelation therapy, homeopathy, massage and yoga. These therapies generally rely on theories that have little scientific basis, lacking well-controlled, large, randomized trials to demonstrate safety and efficacy; small trials that have reported beneficial effects can be generally explained by the ordinary waxing and waning of the underlying conditions.

In psychology and neuroscience, executive dysfunction, or executive function deficit is a disruption to the efficacy of the executive functions, which is a group of cognitive processes that regulate, control, and manage other cognitive processes. Executive dysfunction can refer to both neurocognitive deficits and behavioural symptoms. It is implicated in numerous psychopathologies and mental disorders, as well as short-term and long-term changes in non-clinical executive control. Executive dysfunction is the mechanism underlying ADHD paralysis, and in a broader context, it can encompass other cognitive difficulties like planning, organizing, initiating tasks and regulating emotions. It is a core characteristic of ADHD and can elucidate numerous other recognized symptoms.

Social thinking or thinking socially refers to a methodology created by Michelle Garcia Winner; it is described as a piece we all go through in our minds as we try to make sense of our others’ thoughts, feelings, and intentions in a situation, whether we are merely present, actively interacting, or observing (noticing) what is happening from a distance. Our ability to think socially is part of social learning that begins at birth and evolves across our lifetime. Social thinking in this context is also referred to as social cognition.

<span class="mw-page-title-main">Lang School</span> School in New York, New York, United States

The Lang School is a private, nonprofit, K-12 school marketing itself as serving the needs of twice exceptional (2e) students located in New York City's Financial District. It was the first K-12 school to specialize in educating twice-exceptional (2e) students, though it later came to include a wider range of gifted students.

Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.

References

  1. ↑ Doyle, Nancy (14 October 2020). "Neurodiversity at work: a biopsychosocial model and the impact on working adults". British Medical Bulletin. 135 (1): 108–125. doi:10.1093/bmb/ldaa021.
  2. ↑ Gallagher, J. J. (1988). National Agenda for Educating Gifted Students: Statement of Priorities. Exceptional Children, 55(2), 107-114. https://doi.org/10.1177/001440298805500202
  3. ↑ Reis, S. M., Baum, S. M., & Burke, E. (2014). An Operational Definition of Twice-Exceptional Learners: Implications and Applications. Gifted Child Quarterly, 58(3), 217-230. https://doi.org/10.1177/0016986214534976
  4. ↑ 1. Davis JL. Intentionally opening the world of twice exceptionality for culturally diverse learners. Teaching for High Potential. 2024:1-1,16.
  5. ↑ Brody, L.E.; Mills, C.J. (1997). "Gifted Children with learning disabilities: a review of the issues". Journal of Learning Disabilities. 30 (3): 282–296. doi:10.1177/002221949703000304. PMID   9146095. S2CID   23515768.
  6. ↑ Baum, S. & Owen, S. (2004). To Be Gifted & Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More. Mansfield Center, CT: Creative Learning Press.
  7. ↑ Higgins, L. D. & Nielsen, M. E. (2000). Responding to the Needs of Twice-Exceptional Learners: A School District and University's Collaborative Approach. In K. Kay, (Ed.), Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student (pp. 287-303). Gilsum, NH: Avocus Publishing.
  8. ↑ Dare, Lynn; Nowicki, Elizabeth Agnes (2015-10-02). "Twice-Exceptionality: Parents' Perspectives on 2e Identification". Roeper Review. 37 (4): 208–218. doi:10.1080/02783193.2015.1077911. ISSN   0278-3193. S2CID   143083931.
  9. ↑ Webb, J.T.; Amend, E.R.; Webb, N.E.; Goerss, J.; Beljan, P.; Olenchak, F.R. (2005). The Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders. Scottsdale, AZ: Great Potential Press.
  10. ↑ Atmaca, Furkan; Baloğlu, Mustafa (October 2022). "The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality". Gifted Child Quarterly. 66 (4): 277–295. doi:10.1177/00169862221110875. ISSN   0016-9862. S2CID   250975483.
  11. ↑ Nielsen, M.E.; Mortorff-Albert, S. (1989). "The effects of special education service on the self-concept and school attitude of learning disabled/gifted students". Roeper Review. 12 (1): 29–36. doi:10.1080/02783198909553227.
  12. ↑ Foley-Nicpon, Megan; Assouline, Susan G. (April 2015). "Counseling Considerations for the Twice-Exceptional Client". Journal of Counseling & Development. 93 (2): 202–211. doi:10.1002/j.1556-6676.2015.00196.x.
  13. ↑ Baum, Susan M.; Schader, Robin M.; Owen, Steven V. (2017). To be gifted & learning disabled: strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more (Third ed.). Waco, TX: Prufrock Press, Inc. ISBN   978-1-61821-644-1.
  14. ↑ Kircher-Morris, Emily (2021). Teaching twice-exceptional learners in today's classroom. Minneapolis: Free Spirit Publishing Inc. ISBN   978-1-63198-485-3.
  15. ↑ Reis, Sally M.; Madaus, Joseph W.; Gelbar, Nicholas W.; Miller, Lawrence J. (September 2024). "Strength-Based Strategies for Twice-Exceptional High School Students With Autism Spectrum Disorder". TEACHING Exceptional Children. 57 (1): 24–33. doi:10.1177/00400599221108899. ISSN   0040-0599.
  16. ↑ Trail, Beverly A. (2022-02-02). Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students (2 ed.). New York: Routledge. doi:10.4324/9781003261216. ISBN   978-1-003-26121-6.
  17. ↑ Johnsen, Susan K.; VanTassel-Baska, Joyce, eds. (2022). Handbook on assessments for gifted learners: identification, learning progress, and evaluation. New York, NY: Routledge, Taylor & Francis Group. ISBN   978-1-032-25987-1.
  18. ↑ Maddocks, Danika L. S. (January 2020). "Cognitive and Achievement Characteristics of Students From a National Sample Identified as Potentially Twice Exceptional (Gifted With a Learning Disability)". Gifted Child Quarterly. 64 (1): 3–18. doi:10.1177/0016986219886668. ISSN   0016-9862.
  19. ↑ Douglas, Deb (2018). The power of self-advocacy for gifted learners: teaching the 4 essential steps to success. Minneapolis, MN: Free Spirit Publishing Inc. ISBN   978-1-63198-205-7.
  20. ↑ Gilman, Barbara Jackson; Lovecky, Deirdre V.; Kearney, Kathi; Peters, Daniel B.; Wasserman, John D.; Silverman, Linda Kreger; Postma, Michael G.; Robinson, Nancy M.; Amend, Edward R.; Ryder-Schoeck, Michelle; Curry, Patricia Hedges; Lyon, Sally K.; Rogers, Karen B.; Collins, Linda E.; Charlebois, Gerry M. (2013-07-01). "Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional". SAGE Open. 3 (3): 2158244013505855. doi: 10.1177/2158244013505855 . ISSN   2158-2440.
  21. ↑ van der Putten, W. J.; Mol, A. J. J.; Groenman, A. P.; Radhoe, T. A.; Torenvliet, C.; van Rentergem, J. A. Agelink; Geurts, H. M. (2024). "Is camouflaging unique for autism? A comparison of camouflaging between adults with autism and ADHD". Autism Research. 17 (4): 812–823. doi:10.1002/aur.3099. ISSN   1939-3806.
  22. ↑ Vivanti, Giacomo; Bottema-Beutel, Kristen; Turner-Brown, Lauren (2020), Vivanti, Giacomo; Bottema-Beutel, Kristen; Turner-Brown, Lauren (eds.), "Correction to: Clinical Guide to Early Interventions for Children with Autism", Clinical Guide to Early Interventions for Children with Autism, Cham: Springer International Publishing, pp. C1, doi:10.1007/978-3-030-41160-2_11, ISBN   978-3-030-41160-2 , retrieved 2024-11-30
  23. ↑ Baldwin, Lois; Omdal, Stuart N.; Pereles, Daphne (2015-03-01). "Beyond Stereotypes: Understanding, Recognizing, and Working With Twice-Exceptional Learners". TEACHING Exceptional Children. 47 (4): 216–225. doi:10.1177/0040059915569361. ISSN   0040-0599.
  24. ↑ McCoach, D. Betsy; Siegle, Del; Rubenstein, Lisa DaVia (2020-04-01). "Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students". Gifted Child Quarterly. 64 (2): 100–116. doi:10.1177/0016986219901320. ISSN   0016-9862.
  25. ↑ Gentry, Marcia; Fugate, C. Matthew (2018), Pfeiffer, Steven I.; Shaunessy-Dedrick, Elizabeth; Foley-Nicpon, Megan (eds.), "Attention-deficit/hyperactivity disorder in gifted students.", APA handbook of giftedness and talent., Washington: American Psychological Association, pp. 575–584, doi:10.1037/0000038-037, ISBN   978-1-4338-2696-2 , retrieved 2024-11-30
  26. ↑ Foley-Nicpon, Megan; Assouline, Susan G. (2015). "Counseling Considerations for the Twice-Exceptional Client". Journal of Counseling & Development. 93 (2): 202–211. doi:10.1002/j.1556-6676.2015.00196.x. ISSN   1556-6676.
  27. ↑ Renzulli, Sara J.; Gelbar, Nicholas (2019-01-01). "Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students". Professional School Counseling. 23 (1): 2156759X20940636. doi:10.1177/2156759X20940636. ISSN   1096-2409.
  28. ↑ Cross, Tracy L.; Cross, Jennifer Riedl, eds. (2021). Handbook for counselors serving students with gifts & talents: development, relationships, school issues, and counseling needs/interventions (Second ed.). Waco, TX: Prufrock Press. ISBN   978-1-003-23541-5.
  29. ↑ Maker, C. June (1977). Providing programs for the gifted handicapped. Council for Exceptional Children. OL   4559927M.
  30. ↑ Baum, S.M.; Owen, S.V. (2004). To be gifted and learning disabled: Meeting the needs of gifted students with LD, ADHD and more. Mansfield Center, CT: Creative Learning Press.
  31. ↑ Neumann, L. C. (2008). No One Said It was Easy – Challenges of Parenting Twice-Exceptional Children. In M. W. Gosfield, (Ed.), Expert Approaches to Support Gifted Learners: Professional Perspectives, Best Practices, and Positive Solutions (pp. 269-276). Minneapolis: Free Spirit Publishing.

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