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Direct linkBrandon LeBeau; Susan G. Assouline; Megan Foley-Nicpon; Ann Lupkowski-Shoplik; Katherine Schabilion – Gifted Child Quarterly, 2025
Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood…
Descriptors: Twice Exceptional, Acceleration (Education), Academically Gifted, Intelligence Quotient
Peer reviewedLinda K. Silverman – Roeper Review, 2024
Multi-exceptional children often have deficits in auditory, visual, or sensory processing. As few psychologists have training in modalities, these deficits may be misdiagnosed as AD/HD, Nonverbal Learning Disorder, Autism, Dyslexia, or a host of personality disorders. This article describes the symptoms of these processing deficits and offers…
Descriptors: Gifted Disabled, Perceptual Impairments, Disability Identification, Learning Modalities
Margarita Bianco; Robin Brandehoff; Yenitza Castillo-Tristani – Gifted Child Today, 2024
In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her…
Descriptors: Cultural Pluralism, Gifted Disabled, Teacher Student Relationship, Specialists
