ABSTRACT
In “Perspectives of Effective Learning Strategies,” from the Fall 2013 issue of Gifted Child Quarterly, the authors described a study in which they surveyed and interviewed twice-exceptional students about their school and learning experiences. The 11 participants who completed both parts of this study ranged in age from 10 to 23 and their coexisting exceptionalities included Asperger’s syndrome, learning disabilities, emotional disorders, neurological disorders, and hearing impairment. Realizing that psychoeducational assessments take time, and the student is in the classroom in the meanwhile, there are some behavioral indicators that a student may demonstrate of giftedness and/or coexisting exceptionality. There are numerous strategies to increase the potentiality of 2e students. Teachers are still learning how to best identify individuals with outstanding gifts who also face significant barriers, but they need look no further than Helen Keller, Temple Grandin, and Carly Fleischmann to know that individuals exist who are twice-exceptional.
