ABSTRACT
This chapter focuses on the organizational and instructional methods addressing the learning and affective needs of twice-exceptional learners. Meeting the needs of the twice-exceptional learners while addressing the needs of other students with Individualized Education Programs, students identified for gifted education programming and/or provisions, and typical learners, can seem almost impossible. The committee determined that Alisha had a specific learning disability that qualified her for special education services. At the end of the school year, Ms. Smith reflects on all she learned about the different manifestations of giftedness and disability and the intersection of twice-exceptionality through the students in her class. Alisha is the student in Ms. Smith’s fourth-grade class who is identified as twice-exceptional. The special education teacher gave Alisha a battery of educational assessments and found that her reading subtest scores indicated that her letter and word recognition were at the 18th percentile, nonsense word fluency at the 15th percentile, and reading comprehension at the 23rd percentile.
