ABSTRACT
Children who are gifted and have a disability, often known as twice-exceptional or 2e, have been confounding the educational system since schools became institutions. Professional learning designed to address the needs of twice-exceptional children must be based upon two areas of understanding— the similarities and differences between the gifted education and special education from historical and philosophical perspectives, and the assumptions and misunderstandings that practitioners from each field will have about the other—in order to address the knowledge and lack of knowledge that each field has about twice-exceptional children. Children with gifted and advanced learning abilities either moved through the basic curriculum faster or were provided more advanced schooling opportunities, depending on their families' financial status. The audience for professional learning in twice-exceptionality should be comprised of both gifted and special education professionals.
