ABSTRACT
The larger cohort of students considered intellectually gifted is a diverse group of students who have diagnosed disabilities. Parents are usually the first to understand that their child not only displays the characteristics of giftedness but also demonstrates some areas of difficulty in their development. Through the socialisation, parents may also be able to source information, strategies, and resources to support their efforts to help their children to develop their giftedness and cope with their learning disabilities. In many cases, students who are twice exceptional know that they are different. They may feel confused as they recognise that they are very capable in some areas while significantly struggling in others. Although there is an emerging interest in the identification and recognition of students who are twice exceptional, and the need to develop differentiated educational programs for these students. There is a dearth of research on twice exceptionality in both Australia and New Zealand.
