ABSTRACT
This chapter illustrates some of the challenges faced by parents of twice-exceptional children. Additionally, the academic strengths and intellectual needs of twice-exceptional children are often over-looked in favor of a focus on learning, emotional, and behavioral problems, leaving many twice-exceptional children unchallenged in the academic setting. The chapter articulates several recommendations offered in the parent advocacy models that detail successful strategies for navigating the assessment, identification, and placement processes for twice-exceptional children. Parents should be aware that a common pattern in the ability scores of twice-exceptional children reveals high strengths on verbal, mathematical, and visual-spatial measures, but low scores on working memory and processing speed tasks. Parents of twice-exceptional children should also familiarize themselves with their rights under the Individuals With Disabilities Educational Improvement Act (IDEA) of 2004 to advocate most effectively for their child.
