Students with disabilities are often underrepresented in gifted education programs. Being “twice-exceptional,” (the coexistence of disability and high ability) seems paradoxical to many, despite growing awareness of and research on twice-exceptionality. Here are a few tips for increasing twice-exceptional (2e) students’ access to gifted services.
Increase communication between gifted, general, and special education teams. Often, students who are identified for special education services first are eliminated from consideration for gifted programming (either intentionally or accidentally). Increasing opportunities for collaboration across classroom environments can promote the identification of talents among students with disabilities.
Use universal screenings in place of nomination or referral processes. As with other underrepresented groups, unconscious biases can prevent the referral of 2e students for further evaluation. Reliance on nomination or referral procedures as an entry point for further evaluation will likely exclude students who could otherwise benefit from participation. Benchmark assessments and other curriculum-based measures can be used as screening tools without requiring additional testing.
Use domain-specific rather than global talent identification processes. Reliance on one overall measure of talent will likely inaccurately exclude 2e students, whose cognitive and academic profiles are often more variable. Consideration of available programming can help determine the domains to assess, as identification processes should always be aligned with services.
For more information on serving twice-exceptional students, visit our Assessment and Counseling Clinic‘s website.