To Be Gifted and Learning Disabled is one of the most popular resources available on identifying and meeting the needs of twice-exceptional students. This updated third edition provides a comprehensive look at the complex world of students with remarkable gifts, talents, and interests, who simultaneously face learning, attention, or social challenges from LD, ADHD, ASD, and other disorders. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. From a thorough description of twice-exceptionality and the unique learning patterns of these students, to strategies for identification, comprehensive programming, talent development, and instructional strategies, this book explores the distinguishing strengths (yellows) and complex challenges (blues) that these students face. In painting, green is a mix of yellows and blues. Because of their individual characteristics, twice-exceptional students come in a remarkable range of greens.

2018 NAGC Book of the Year Award Winner

chapter |2 pages


part I|62 pages

The 2e Basics

chapter Chapter 1|14 pages


Evolving Definitions and Perceptions

chapter Chapter 2|24 pages

The Yellows and the Blues of Twice-Exceptionality

chapter Chapter 3|10 pages

Complexities of Green

chapter Chapter 4|12 pages

The Case for Strength-Based, Talent-Focused Education

What 2e Students Need

part II|55 pages

Neurodiversity: The Complex Minds of 2e Learners

chapter Chapter 5|16 pages

2e Students and Learning

chapter Chapter 6|17 pages

Multiple Intelligences and Personality Preferences

part III|61 pages

Comprehensive Programming

chapter Chapter 8|17 pages

Identifying 2e Students in Educational Settings

chapter Chapter 9|18 pages

Elements of Strength-Based Plans for 2e Students

Programming for Green

chapter Chapter 10|23 pages

Talent Recognition and Development

part IV|69 pages

Strategies That Work

chapter Chapter 12|23 pages

Classroom Strategies for Success

Intellectual, Physical, and Emotional Environments

chapter Chapter 13|15 pages

When Learning Breaks Down

Modifications and Accommodations

chapter Chapter 14|18 pages

A Community of Support

chapter |1 pages

Final Thoughts