ABSTRACT
The implications for learners in respect to both identification and services provided are extensive for all professionals who work with these learners. In areas such as identification and teacher training, the involvement of all relevant departments that govern the interventions for these students must be guaranteed. Identification of special populations of learners must honor the need for flexibility in the processes employed so that students with free and reduced lunch, English language learners, and twice-exceptional students are not overlooked. There is a misconception that students are overidentified for both gifted and special education services, yet evidence suggests that both exceptionalities are underidentified for service needs. Nationally, 12% of students are identified as gifted, with the same percentage for special education. Decisions about who is identified for gifted programs and services should be based on local norms for the special needs groups-at least the top 10% of each group should be considered for gifted program services.
