ABSTRACT
Congress included twice-exceptional children when it established priorities for national activities under the Individuals with Disabilities Education Improvement Act of 2004. In order for twice-exceptional children to thrive, strategies to address both their strengths and their disabilities must be implemented. Twice-exceptional children will work with specialists in gifted and special education, and both need to collaborate with the students' classroom teacher(s). Involving both special educators and gifted resource teachers requires intricate scheduling; however, it is worth the effort, as the twice-exceptional children have enhanced opportunities to thrive in school when they work with specialists in gifted and special education. Unless special educators have worked with twice-exceptional children, they may be reluctant to do so, or they may think it is impossible to make arrangements to be serviced by both the special education and the gifted resource teachers.
