ABSTRACT
The gifted student population is twice-exceptional students, who are simultaneously gifted and possess a disabling condition. There appear to be some differences in specific approaches for identifying different types of twice-exceptional students. Multiple types of methods are currently available to identify gifted students. The performance methods generally involve the administration of an instrument and non-performance methods are qualitative judgements by teachers, psychologists, counsellors, parents, and other relevant parties in the giftedness of students. IQ tests are norm-referenced instruments that assess an individual's capacity to solve problems, utilise logic, and recognise patterns and relationships. Curriculum-based assessments refer to any assessment activities that utilise observation and recording of student performance within a curriculum to inform educational decisions. Despite the existence of gifted education policy documents in Australia and New Zealand, the identification of gifted students continues to be a practice that is not mandated in either country.
