Journal article
Evolving Educational Legislation Transforms Twice-Exceptional Research and Educational Practice
Gifted child today magazine, Vol.49(1), pp.76-84
01/2026
DOI: 10.1177/10762175251381364
Abstract
This article describes the historical evolution of U.S. federal education policy as it pertains to the constructs of disability and giftedness, which were originally treated as distinct domains. However, policy shifts and research initiatives revealed the intersection of the two domains, which led to recognition of twice-exceptional individuals as learners with unique needs related to talent development. Evolving definitions and educational practice shaped two decades of research. A case-example highlights the importance of comprehensive psychoeducational evaluations to understand the nuanced educational and social-emotional needs of twice-exceptional learners. Seven recommendations focus on strength-based approaches to educational practice.
Details
- Title: Subtitle
- Evolving Educational Legislation Transforms Twice-Exceptional Research and Educational Practice
- Creators
- Susan G. Assouline - University of IowaKatherine Schabilion - University of IowaMadison Trog - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Gifted child today magazine, Vol.49(1), pp.76-84
- DOI
- 10.1177/10762175251381364
- ISSN
- 1076-2175
- eISSN
- 2162-951X
- Publisher
- SAGE Publications
- Number of pages
- 9
- Language
- English
- Date published
- 01/2026
- Academic Unit
- Psychiatry; Belin-Blank Center; Iowa Neuroscience Institute; Psychological and Quantitative Foundations
- Record Identifier
- 9985090586802771
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