ABSTRACT
This chapter focuses on children who exhibit learning and social difficulties rather than physical or sensory impairments, primarily because they constitute the largest population of twice-exceptional students. It is perhaps most critical to understand twice-exceptional students as the paradox that they are and to integrate both aspects of challenges and joys into the teaching and parenting of such children. One of the challenges facing teachers and parents of twice-exceptional children is that the fields of gifted education and special education occupy significantly different paradigms. Because many school districts may have a paucity of identified twice-exceptional students, schools should make the decision to have them interact with other gifted students because the company of these students can help twice-exceptional children develop their creativity and imagination. There are abundant stories among parents about their twice-exceptional children who learned everything they know about obscure subjects by watching a public television show or attending museums.
