Article2014

An Operational Definition of Twice-Exceptional Learners

Sally M. Reis · Susan M. Baum · Edith M. Burke

280 citations0/0 files storedGifted Child Quarterly

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Education, Achievement, and Giftedness Disability Education and Employment Developmental and Educational Neuropsychology

Abstract

In this article, a new definition of twice-exceptional children is proposed. In addition to introducing this new definition, the authors provide a research-based rationale for the definition, offer a clear profile of twice-exceptional youth, and summarize the development of new programs and practices to enable these students to develop their gifts while simultaneously compensating for their deficits.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2014Diagnostic and Statistical Manual of Mental Disorders, 5th ed.1984Frames of Mind: The Theory of Multiple Intelligences 1999Self-theories: Their Role in Motivation, Personality, and Development 2011Rethinking Giftedness and Gifted Education 2005Conceptions of Giftedness 1985Education of the Gifted and Talented 2020Conceptions of Giftedness

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2016Barriers to Underserved Students’ Participation in Gifted Programs and Possible Solutions 2018Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review 2018The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria 2019Cognitive and Achievement Characteristics of Students From a National Sample Identified as Potentially Twice Exceptional (Gifted With a Learning Disability)2021Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?

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