Seeing and Supporting Twice-Exceptional Learners

References

• Alabama Administrative Code, 290-8-9.12 Gifted (2009).
   Google Scholar
• American School Counselor Association. (n.d.a). Role of the school counselor. Retrieved from https://www.schoolcounselor.org/administrators/role-of-the-school-counselor
   Google Scholar
• American School Counselor Association. (n.d.b). The role of the school counselor. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/RoleStatement.pdf
   Google Scholar
• Assistance to States for the Education of Children with Disabilities. (2007). 34C.F.R. § 300.8.
   Google Scholar
• Assouline, S. G., & Foley-Nicpon, M. (2007, spring). Twice-exceptional learners: Implications for the classroom. NAGC Communiqué Teaching for High Potential, 9–13.
   Google Scholar
• Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post-IDEA 2004 era. Journal of Applied School Psychology, 27(4), 380–402. doi:10.1080/15377903.2011.616576
   Google Scholar
• Assouline, S. G., Foley-Nicpon, M., & Whiteman, C. (2010). Cognitive and psychosocial characteristics of gifted students with specific learning disabilities. Gifted Child Quarterly, 54(2), 102–115. doi:10.1177/0016986209355974
   Web of Science ®Google Scholar
• Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206–214. doi:10.1177/1076217515597277
   Google Scholar
• Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311–327. doi:10.1177/0016986214547632
   Web of Science ®Google Scholar
• Bennett, A., & Frank, L. (2009). Special education process: IEP vs. 504 plan. Retrieved from http://www.davidsongifted.org/db/Articles_id_10671.aspx
   Google Scholar
• Besnoy, K. D., Swoszowski, N. C., Newman, J. L., Floyd, A., Jones, P., & Byrne, C. (2015). The advocacy experiences of parents of elementary age, twice-exceptional children. Gifted Child Quarterly, 59(2), 108–123. doi:10.1177/0016986215569275
   Web of Science ®Google Scholar
• Bianco, M., & Leech, N. L. (2010). Twice-exceptional learners: Effects of teacher preparation and disability labels on gifted referrals. Teacher Education and Special Education, 33(4), 319–334. doi:10.1177/0888406409356392
   Google Scholar
• Brownstein, B. (2015). Making it real: The voice of a student who is 2e. Gifted Child Today, 38(4), 226–227. doi:10.1177/1076217515597280
   Google Scholar
• Callard-Szulgit, R. (2008). Twice-exceptional kids: A guide for assisting students who are both academically gifted and learning disabled. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond. Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Coleman, M. R., & Ford, D. (2016). Understanding underrepresentation in gifted education. Retrieved from https://www.cec.sped.org/News/Special-Education-Today/Need-to-Know/Underrepresentation-in-Gifted-Ed
   Google Scholar
• Coleman, M. R., & Gallagher, S. (2015). Meeting the needs of students with 2e: It takes a team. Gifted Child Today, 38(4), 252–254. doi:10.1177/1076217515597274
   Google Scholar
• Coleman, M. R., & Roberts, J. L. (2015). Using this special issue. Gifted Child Today, 38(4), 255–256. doi:10.1177/1076217515597275
   Google Scholar
• Colorado Department of Education. (2012). Twice-exceptional students, gifted students with disabilities: An introductory resource book (4th ed.). Retrieved from https://www.cde.state.co.us/gt/twice-exceptional
   Google Scholar
• Council for Exceptional Children. (2009). Response toIntervention for gifted children. Retrieved from http://cectag.com/about/position-statements/
   Google Scholar
• Council for Exceptional Children. (n.d.). Gifted and talented. Retrieved from https://www.cec.sped.org/Policy-and-Advocacy/Current-Sped-Gifted-Issues/Gifted-and-Talented
   Google Scholar
• Crepeau-Hobson, F., & Bianco, M. (2011). Identification of gifted students with learning disabilities in a response-to-intervention era. Psychology in the Schools, 48(2), 102–109. doi:10.1002/pits.20528
   Web of Science ®Google Scholar
• Davidson, J. (2002). The quiet crisis in American education: The neglect of highly intelligent students. Retrieved from http://www.davidsongifted.org/db/Articles_id_10091.aspx
   Google Scholar
• Eig, M. J., Weinfeld, R., & Rosenstock, P. (2014). Legal issues in identifying and serving twice-exceptional gifted learners. Excellence and Diversity in Gifted Education, 1(1), 15–23. Retrieved from http://cectag.org
   Google Scholar
• Endrew, F. v. Douglas County School Dist. RE—1, 798 F.3 d 1329 (2016).
   Google Scholar
• Endrew, F. v. Douglas County School Dist. RE—1, 15–827 (2017).
   Google Scholar
• Every Student Succeeds Act. (2015). 1177 U.S.C. § 8002.
   Google Scholar
• Exceptional Children’s Education Act. (2013). 1 CCR 301—8, 12.01.
   Google Scholar
• Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going?Gifted Child Quarterly, 55(1), 3–17. doi:10.1177/0016986210382575
   Web of Science ®Google Scholar
• Foley-Nicpon, M., Doobay, A. F., & Assouline, S. G. (2010). Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 40(8), 1028–1038. doi:10.1007/s10803-010-0952-8
   PubMed Web of Science ®Google Scholar
• Foley-Nicpon, M. (2015). Voices from the field: The higher education community. Gifted Child Today, 38(4), 249–251. doi:10.1177/1076217515597288
   Google Scholar
• Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-exceptional learners: Who needs to know what? Gifted Child Quarterly, 57(3), 169–180. doi:10.1177/0016986213490021
   Web of Science ®Google Scholar
• Foley-Nicpon, M., Assouline, S. G., & Stinson, R. D. (2012). Cognitive and academic distinctions between gifted students with autism and Asperger syndrome. Gifted Child Quarterly, 56(2), 77–89. doi:10.1177/0016986211433199
   Web of Science ®Google Scholar
• Foley-Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A. (2012). Self-esteem and self-concept examination among gifted students with ADHD. Journal for the Education of the Gifted, 35(3), 220–240. doi:10.1177/0162353212451735
   Google Scholar
• Fugate, C. M., Zentall, S. S., & Gentry, M. (2013). Creativity and working memory in gifted students with and without characteristics of attention deficit hyperactive disorder: Lifting the mask. Gifted Child Quarterly, 57(4), 234–246. doi:10.1177/0016986213500069
   Web of Science ®Google Scholar
• Gallagher, J. J. (2006). Driving change in special education. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Harrington, J., Harrington, C., & Karns, E. (1991). The Marland report: Twenty years later. Journal for the Education of the Gifted, 15(1), 31–43.
   Google Scholar
• Henley, J., Milligan, J., McBride, J., Neal, G., Nichols, J., & Singleton, J. (2010). Outsiders looking in? Ensuring that teachers of the gifted and talented education and teachers of students with disabilities are part of the “in-crowd.”Journal of Instructional Psychology, 37(3), 203–209.
   Google Scholar
• Hollingworth, L. S. (1923). Special talents and defects: Their significance for education. New York, NY: Macmillan.
   Google Scholar
• Individuals with Disabilities Education Improvement Act of 2004. (2004). 20 U.S.C. § 1400 et seq.
   Google Scholar
• Institute on Disability. (2015). 2015 Annual disability statistics compendium section 9: Special education. Retrieved from http://disabilitycompendium.org/statistics/special-education
   Google Scholar
• Johnson, S. F. (2003). Reexamining Rowley: A new focus in special education law. Brigham Young University Education and Law Journal, 2003(2), 561–585.
   Google Scholar
• Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994–2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427–446.
   Google Scholar
• Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., … Wilkinson-Flicker, S., Barmer, A., & Dunlop Velez, E. (2015). The condition of education 2015 (NCES 2015–144). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch
   Google Scholar
• Leggett, D., Shea, I., & Leggett, J. (2011). Future school counselors’ perceptions of twice-exceptionality: An exploratory study. Research in the Schools, 18(1), 1–11.
   Google Scholar
• Lovett, B. J., & Sparks, R. L. (2010). Exploring the diagnosis of “gifted/LD”: Characterizing postsecondary students with learning disability diagnoses at different IQ levels. Journal of Psychoeducational Assessment, 28(2), 91–101. doi:10.1177/0734282909341019
   Web of Science ®Google Scholar
• Maker, C. J. (1977). Providing programs for the gifted handicapped. Reston, VA: The Council for Exceptional Children.
   Google Scholar
• Mann, R. L. (2006). Effective teaching strategies for gifted/learning-disabled students with spatial strengths. The Journal of Secondary Gifted Education, 17(2), 112–121.
   Google Scholar
• Marland, S. P. (1971). Education of the gifted and talented (Volume 1): Report to the Congress of the United States by the U.S. Commissioner of Education. Washington, DC: Office of Education.
   Google Scholar
• McClellan, E. (1985). Defining giftedness. ERIC Digest. Retrieved from http://eric.ed.gov/?id=ED262519
   Google Scholar
• Missett, T. C., Azano, A. P., Callahan, C. M., & Landrum, K. (2016). The influence of teacher expectations about twice-exceptional students on the use of high quality gifted curriculum: A case study approach. Exceptionality, 24(1), 18–31. doi:10.1080/09362835.2014.986611
   Web of Science ®Google Scholar
• Montgomery, D. (2015). Teaching gifted children with special educational needs: Supporting dual and multiple exceptionality. New York, NY: Routledge.
   Google Scholar
• Morrison, W. F., & Rizza, M. G. (2007). Creating a toolkit for identifying twice-exceptional students. Journal for the Education of the Gifted, 31(1), 57–76.
   Google Scholar
• Mr. and Mrs. I v. Maine School Administrative District No. 55, No. 04-165-P-H (1 st Cir. (2005)).
   Google Scholar
• Mr. and Mrs. I v. Maine School Administrative District No. 55. 480 F.3 d 1 (2007).
   Google Scholar
• National Association for Gifted Children & the Council of State Directors of Programs for the Gifted. (2015). 2014–2015 State of the states in gifted education: Policy and practice data. Retrieved from http://www.nagc.org/resources-publications/gifted-state/2014-2015-state-states-gifted-education
   Google Scholar
• National Association for Gifted Children. (2010). Redefining giftedness for a new century: Shifting the paradigm. Retrieved from http://www.nagc.org/about-nagc/nagc-position-statements-white-papers
   Google Scholar
• National Association for Gifted Children. (2013). Ensuring gifted children with disabilities receive appropriate services: Call for comprehensive assessment. Retrieved from http://www.nagc.org/about-nagc/nagc-position-statements-white-papers
   Google Scholar
• National Association for Gifted Children. (2016). State definitions of giftedness. Retrieved from http://www.nagc.org/resources-publications/resources/definitions-giftedness
   Google Scholar
• National Association for Gifted Children. (n.d.). Questions and answers about the Every Student Succeeds Act (ESSA). Retrieved from http://www.nagc.org/get-involved/advocate-high-ability-learners/nagc-advocacy/federal-legislative-update/every-student
   Google Scholar
• National Education Association. (2006). The twice-exceptional dilemma. Retrieved from http://www.nea.org/specialed
   Google Scholar
• Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10(2), 93–111. doi:10.1207/S15327035EX1002_4
   Google Scholar
• No Child Left Behind Act of 2001 (2001). P.L. 107–110.
   Google Scholar
• Porter, R. M. (1982). The gifted handicapped: A status report. Roeper Review, 4(3), 24–25.
   Google Scholar
• Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217–230. doi:10.1177/0016986214534976
   Web of Science ®Google Scholar
• Reis, S. M., McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high-ability students with learning disabilities who succeed in college. Gifted Child Quarterly, 44(2), 123–134.
   Web of Science ®Google Scholar
• Ritchotte, J. A., & Matthews, M. S. (2012). Advocating for the needs of your 2e child. Parenting High Potential, 1(5), 4–7.
   Google Scholar
• Roberts, J. L., Pereira, N., & Knotts, J. D. (2015). State law and policy related to twice-exceptional learners. Gifted Child Today, 38(4), 215–219. doi:10.1177/1076217515597276
   Google Scholar
• Robertson, S. G., Pfeiffer, S. I., & Taylor, N. (2011). Serving the gifted: A national survey of school psychologists. Psychology in the Schools, 48(8), 786–799. doi:10.1002/pits.20590
   Web of Science ®Google Scholar
• Ross, P. (1993). National excellence: A case for developing America's talent. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education. Retrieved from http://eric.ed.gov/?id=ED359743
   Google Scholar
• Rubenstein, L. D., Schelling, N., Wilczynski, S. M., & Hooks, E. N. (2015). Lived experiences of parents of gifted students with autism spectrum disorder: The struggle to find appropriate educational experiences. Gifted Child Quarterly, 59(4), 283–298. doi:10.1177/0016986215592193
   Web of Science ®Google Scholar
• Schultz, S. M. (2012). Twice-exceptional students enrolled in advanced placement classes. Gifted Child Quarterly, 56(3), 119–133. doi:10.1177/0016986212444605
   Web of Science ®Google Scholar
• Thomas, J. L. (2016). Decoding eligibility under the IDEA: Interpretations of “adversely affect educational performance.” Campbell Law Review, 38(1), 73–107.
   Google Scholar
• U.S. Department of Education Office for Civil Rights. (2014, March). Civil rights data collection data snapshot: College and career readiness. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/crdc-college-and-career-readiness-snapshot.pdf
   Google Scholar
• U.S. Department of Education. (1993). Archived information: Jacob K.JavitsGifted and Talented Students Education Program. Retrieved from https://www2.ed.gov/pubs/Biennial/618.html
   Google Scholar
• U.S. Department of Education. (2004). Title IX definitions. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html
   Google Scholar
• U.S. Department of Education. (2013, December20). Letter to Dr. JimDelisle. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/13-008520r-sc-delisle-twiceexceptional.pdf
   Google Scholar
• U.S. Department of Education. (2015, April17). Memorandum. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/041715osepmemo15-082q2015.pdf
   Google Scholar
• Whitmore, J. R. (1981). Gifted children with handicapping conditions: A new frontier. Exceptional Children, 48(2), 106–114.
   PubMed Web of Science ®Google Scholar
• Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners’ perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247–262. doi:10.1177/0016986213501076
   Web of Science ®Google Scholar
• Yell, M. L., & Bateman, D. F. (2017, March1). How the Supreme Court may change your practice [Webinar]. Retrieved from https://www.cec.sped.org/Membership/Endrew-F-v-Douglas-County-Webinar
   Google Scholar
• Yell, M. L., Katsiyannis, A., & Hazelkorn, M. (2007). Reflections on the 25th anniversary of the U.S. Supreme Court’s decision in Board of Education v. Rowley. Focus on Exceptional Children, 39(9), 1–12.
   Google Scholar