Journal article
Twice-Exceptional Learners: Who Needs to Know What?
Gifted Child Quarterly, Vol.57(3), pp.169-180
07/2013
DOI: 10.1177/0016986213490021
Abstract
Twice-exceptionality is gaining increasing recognition in the gifted education literature but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals’ experience working with this population of learners. Three-hundred and seventeen individuals completed an online Twice-Exceptional Needs Assessment, which consisted of 14 questions assessing issues pertaining to twice-exceptionality knowledge and experience, as well as knowledge of policies relevant to both gifted and special education. Results indicated that educators were more familiar with standards within their specific area of expertise (e.g., gifted or special education) and that fewer professionals were familiar with the use of Response to Intervention with twice-exceptional children. Gifted education professionals had significantly more knowledge and experience with twice-exceptionality than did professionals in other domains. We conclude with implications for educators and recommendations for expanding professional understanding of twice-exceptionality outside the field of gifted education to meet twice-exceptional students’ multifaceted needs.
Details
- Title: Subtitle
- Twice-Exceptional Learners: Who Needs to Know What?
- Creators
- Megan Foley-NicponSusan G AssoulineNicholas Colangelo
- Resource Type
- Journal article
- Publication Details
- Gifted Child Quarterly, Vol.57(3), pp.169-180
- DOI
- 10.1177/0016986213490021
- ISSN
- 0016-9862
- eISSN
- 1934-9041
- Publisher
- SAGE Publications; Los Angeles, CA
- Language
- English
- Date published
- 07/2013
- Academic Unit
- Iowa Neuroscience Institute; Counselor Education; Psychological and Quantitative Foundations
- Record Identifier
- 9983993331202771
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