Logo image
Back
Resources, Misalignment, and Regulatory Burden: A Systemic Framework for Twice-Exceptionality
Journal article   Open access   Peer reviewed

Resources, Misalignment, and Regulatory Burden: A Systemic Framework for Twice-Exceptionality

Albert Ziegler, Megan Foley-Nicpon and Susan Assouline
Journal of advanced academics
07/30/2026
DOI: 10.1177/1932202X261474413
url
https://doi.org/10.1177/1932202X261474413View
Published (Version of record) Open Access

Abstract

Twice-exceptional (2e) learners show high ability alongside an identified disability and/or mental health concern. Although advances have been made in supporting these learners, a breakthrough remains lacking. Even successful measures may have limited effects when introduced separately and not connected across settings and over time. We use the Educational and Learning Capital Approach and the Actiotope Model of Giftedness to examine how available resources work together in everyday learning. A learner may receive considerable support and still have to invest substantial additional effort simply to participate. This occurs when the learner's capacities and the provisions of the educational environment do not fit well enough. We refer to this cost as regulatory burden. The paper discusses implications for assessment and educational practice. In particular, we propose individualized systemic development plans that coordinate resources and reduce the need for constant ad hoc regulation.
 Gifted Education Educational and Learning Capital Approach regulatory burden systemic alignment talent development twice-exceptionality

Details

Metrics

1 Record Views
Logo image