Current status of twice-exceptional students: A look at legislation and policy in the United States

ABSTRACT

Educational legislation and policy can lead to effective educational practices, especially for student populations that have had equal access to education addressing their needs, such as students with disabilities and gifted students. This study was an examination of state legislation and policy related to twice-exceptional learners in the United States. Forty-two administrators from state departments of education completed questionnaires, and 131 state policy and legislation documents were reviewed to reveal mention of twice-exceptional learners. Results indicate the (a) lack of state legislation and policy related to twice-exceptional students; (b) need for collaboration among general, gifted, and special education professionals; (c) importance of specific definitions and characteristics for twice-exceptionality; and (d) existence of models for initiatives related to twice exceptionality. The researchers intend for these results to lead educators to advocate for the inclusion of twice-exceptional learners in law and policy at state and national levels.

KEYWORDS:

• Twice-exceptional
• gifted
• special education
• legislation
• educational policy

Additional information

Notes on contributors

Nielsen Pereira

Nielsen Pereira is an assistant professor of gifted, creative, and talented studies at Purdue University. His research interests include the design and assessment of learning in varied gifted and talented education contexts, understanding gifted and talented student experiences in talent development programs in and out of school, and conceptual and measurement issues in the identification of gifted and talented populations.

J. Dusteen Knotts

J. Dusteen Knotts is an assistant professor at Western Kentucky University. Her educational background includes special education, general education P–5, and language arts P–12. Her research interests include teacher dispositions, effective pedagogy, and creating critical thinking in differentiated lesson preparation, as well as twice-exceptional learners.

Julia Link Roberts

Julia Link Roberts, Mahurin Professor of Gifted Education, is executive director and founder of The Center for Gifted Studies at Western Kentucky University. She is also the executive director of The Carol Martin Gatton Academy of Mathematics and Science in Kentucky. Julia is a member of the Executive Committee of the World Council for Gifted and Talented Children.