ABSTRACT
Twice-exceptional students are those who have both high ability and an identified disability. The intersectionality among their identities may influence their sense of belonging within various systems. In this chapter, we will review current research on best practice identification and assessment of Attention-Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder, and Specific Learning Disability among high- ability youth, as well as potential co-existing mental health concerns. We will review recommended curriculum and instructional strategies for educators as well as the role parents and family play as both student advocates and supports. We will conclude with overall recommendations for identification, intervention, and advocacy for twice-exceptional children that are applicable for educators and parents alike.
