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Twice-Exceptionality: Implications for School Psychologists in the Post-IDEA 2004 Era
Journal article   Peer reviewed

Twice-Exceptionality: Implications for School Psychologists in the Post-IDEA 2004 Era

Susan G Assouline and Claire S Whiteman
Journal of Applied School Psychology: School Psychologists Serving Students Who Are Gifted, Vol.27(4), pp.380-402
10/01/2011
DOI: 10.1080/15377903.2011.616576

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Abstract

Increased awareness of twice-exceptional students is important for all educators and psychologists; however, for school psychologists, improved understanding of twice-exceptionality will enhance their unique role in assessing twice-exceptional students and in recommending appropriate interventions in schools. In this article, the authors address giftedness and disability as separate topics and then connect them as they relate to twice-exceptionality. The authors explore twice-exceptionality in 3 separate case studies, with a specific focus on attention-deficit/hyperactivity disorder, autism spectrum disorder, and specific learning disability. The article includes a discussion of the Individuals With Disabilities Education Act 2004, specifically as it relates to specific learning disability and giftedness. The authors conclude with 10 recommended practices that include the importance of a comprehensive evaluation to understand a student's strengths and weaknesses as well as the critical nature of differential diagnosis as a foundation for making recommendations for intervention.
 attention-deficit/ hyperactivity disorder learning disability gifted KEYWORDS autism twice-exceptional

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