ABSTRACT
Students who simultaneously show evidence of high performance or potential in a talent or ability and have a disability that impacts on their ability to achieve and learn are often referred to as “twice exceptional” and require attention in the academic setting (Assouline, Nicpon, & Whiteman, 2010; Bianco & Leach, 2010). Recognition that twice-exceptional students exist in U.S. classrooms was articulated over three decades ago by Maker (1977) who referred to these students as “gifted handicapped.” Initially, educators viewed twice exceptionality as paradoxical, as it seemed implausible that intellectually gifted children could concomitantly have a learning disability. However, based on Maker’s contention that intellectual giftedness and learning disabilities can and do coexist, researchers began to investigate the characteristics, identification, and curriculum needs of students with dual exceptionalities (Baum, Cooper, & Neu, 2001; Brody & Mills, 1997). The National Association for Gifted Children (NAGC) (2010) recognizes this population and advocates finding mechanisms for identifying twice-exceptional children so that educators can serve both their gifts and disabilities, and thereby prevent them from falling through the academic cracks.
