Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-24T09:46:14.610Z Has data issue: false hasContentIssue false
  • English
  • Français

Transition and Students With Twice Exceptionality*

Published online by Cambridge University Press:  18 April 2013

Susan Prior
Susan Prior*
Affiliation:
Southern Cross University, Lismore Campus, NSW, Australia
*
Correspondence: Susan Prior, Southern Cross University Lismore Campus, c/o PO Box 45, Samford, Qld 4520, Australia. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities, there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally, the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition.

Keywords

twice exceptionalgifteddisabilitiestransitionspecial education
Type
Articles
Information
Australasian Journal of Special Education , Volume 37 , Special Issue 1: Transitions for Students With Special Educational Needs , July 2013 , pp. 19 - 27
Copyright
Copyright © The Authors 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

This manuscript was accepted under the Guest Editorship of Chris Forlin.

References

Ashman, A., & Elkins, J. (2005). Educating children with diverse abilities (2nd ed.). Frenchs Forest, Australia: Pearson EducationGoogle Scholar
Ashman, A., & Elkins, J. (2011). Education for inclusion and diversity (4th ed.). Frenchs Forest, Australia: Pearson EducationGoogle Scholar
Assouline, S.G., & Whiteman, C.S. (2011). Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era. Journal of Applied School Psychology, 27, 380–402. doi:10.1080/15377903.2011.616576CrossRefGoogle Scholar
Attorney-General's Department. (2005). Disability Standards for Education 2005 plus guidance notes. Canberra: Commonwealth of Australia. Retrieved October 18, 2012, from http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_Education_2005.pdfGoogle Scholar
Baum, S.M., Cooper, C.R., & Neu, T.W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools, 38, 477–490. doi:10.1002/pits.1036CrossRefGoogle Scholar
Baum, S., Dann, M., Novak, C., & Preuss, L. (2009). The mythology of learning, Part 2. In their own stream: Managing dynamic asynchrony. 2E Twice Exceptional Newsletter, March 2009(33). Retrieved from http://www.2enewsletter.com/topic_articles_myths_2.htmlGoogle Scholar
Bees, C. (1998). The GOLD Program: A program for gifted learning disabled adolescents. Roeper Review, 21, 155–161. doi:10.1080/02783199809553951CrossRefGoogle Scholar
Betts, G.T., & Niehart, M. (2010). Revised profiles of the gifted and talented. Retrieved October 19, 2012, from http://www.ingeniosus.net/archives/dr-george-betts-and-dr-maureen-neihart-share-revised-profiles-of-giftedGoogle Scholar
Bianco, M. (2005). The effects of disability labels on special education and general education teachers’ referrals for gifted programs. Learning Disability Quarterly, 28, 285–293. doi:10.2307/4126967CrossRefGoogle Scholar
Bianco, M., & Leech, N.L. (2010). Twice-exceptional learners: Effects of teacher preparation and disability labels on gifted referrals. Teacher Education and Special Education, 33, 319–334. doi:10.1177/0888406409356392CrossRefGoogle Scholar
Brody, L.E., & Mills, C.J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282–296. doi:10.1177/002221949703000304CrossRefGoogle ScholarPubMed
Chamberlain, S.A., Buchanan, M., & Vercimak, D. (2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30, 372–394.CrossRefGoogle Scholar
Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.Google Scholar
Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond. Upper Saddle River, NJ: Merrill/Prentice Hall.Google Scholar
Cline, S., & Hegeman, K. (2001). Gifted children with disabilities. Gifted Child Today, 24 (3), 16–24.CrossRefGoogle Scholar
Colangelo, N., Assouline, S.G., & Gross, M.U.M. (Eds.). (2004). A nation deceived: How schools hold back America's brightest students. The Templeton National Report on Acceleration. Iowa City: Belin Blank Internaitonal Centre for Gifted Education and Talent Development.Google Scholar
Coleman, M.R. (2001). Surviving or thriving? 21 gifted boys with learning disabilities share their school stories. Gifted Child Today, 24 (3), 56.Google Scholar
Coleman, L.J., & Cross, T.L. (2005). Being gifted in school: An introduction to development, guidance, and teaching (2nd ed.). Waco, TX: Prufrock Press.Google Scholar
Coleman, M.R., Harradine, C., & Williams King, E. (2005). Meeting the needs of students who are twice exceptional [Editorial]. Teaching Exeptional Children, 38 (1), 5–6.CrossRefGoogle Scholar
Crim, C., Hawkins, J., Ruban, L., & Johnson, S. (2008). Curricular modifications for elementary students with learning disabilities in high-, average-, and low-IQ groups. Journal of Research in Childhood Education, 22, 233–245. doi:10.1080/02568540809594624CrossRefGoogle Scholar
Davies, D. (2011). Child development: A practitioner's guide (3rd ed.). New York, NY: Guilford Press.Google Scholar
Davis, G.A., Rimm, S.B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.). Upper Saddle River, NJ: Pearson International.Google Scholar
Dole, S. (2001). Reconciling contradictions: Identity formation in individuals with giftedness and learning disabilities. Journal for the Education of the Gifted, 25, 103–137.CrossRefGoogle Scholar
Duckworth, A.L., Kirby, T.A., Tsukayama, E., Berstein, H., & Ericsson, K.A. (2011). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychology & Personality Science, 2, 174–181. doi:10.1177/1948550610385872CrossRefGoogle Scholar
Dweck, C.S. (2006). Mindset: The new psychology of success. New York, NY: Random House.Google Scholar
Fetzer, E.A. (2000). The gifted/learning disabled child. Gifted Child Today, 23 (4), 44–51.CrossRefGoogle Scholar
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R.D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55, 3–17. doi:10.1177/0016986210382575CrossRefGoogle Scholar
Gates, J. (2010). Children with gifts and talents: Looking beyond traditional labels. Roeper Review, 32, 200–206. doi:10.1080/02783193.2010.485308CrossRefGoogle Scholar
Gross, M.U.M. (2004). Exceptionally gifted children (2nd ed.). London, UK: Routledge Falmer.Google Scholar
Hands, R.E. (2011). The phenomenon of underachievement: Listening to the voice of a twice exceptional adolescent (Doctoral dissertation). Retrieved from ProQuest, UMI Dissertation Publishing, USA.Google Scholar
Hollingworth, L. (1923). Special talents and defects: Their significance for education. Ithaca, NY: Cornell University Library.CrossRefGoogle Scholar
Hughes, C.E., & Rollins, K. (2009). RtI for nurturing giftedness: Implications for the RtI school based team. Gifted Child Today, 32 (3), 31–39.CrossRefGoogle Scholar
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq. (2004).Google Scholar
Karnes, F. (2004). Gifted students with disabilities: Are we finding them? Gifted Child Today, 27 (4), 16–21.CrossRefGoogle Scholar
Lovett, B., & Sparks, R.L. (2011). The identification and peformance of gifted students with learning disability diagnoses: A quantitative synthesis. Journal of Learning Disabilities. Advance online publication. doi:10.1177/0022219411421810Google Scholar
Mastropieri, M.A., & Scruggs, T.E. (2010). The inclusive classroom: Strategies for effective differentiated instruction (4th ed.). Upper Saddle River, NJ: Merrill.Google Scholar
McCoach, D.B., Kehle, T.J., Bray, M.A., & Siegle, D. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38, 403–411. doi:10.1002/pits.1029CrossRefGoogle Scholar
McEachern, A.G., & Bornot, J. (2001). Gifted students with learning disabilities: Implications and strategies for school counselors. Professional School Counseling, 5, 34–41.Google Scholar
Moon, S.M., & Reis, S.M. (2004). Acceleration and twice exceptional students. In Colangelo, N.Assouline, S.G. & Gross, M.U.M. (Eds.) A nation deceived: How schools hold back America's brightest students (Vol. 2, pp. 109–119). Iowa City, IA: The Connie Belin & Jacqueline N Blank Center for Gifted Education and Talent Development.Google Scholar
Nielsen, M.E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10, 93–111. doi:10.1207/S15327035EX1002_4CrossRefGoogle Scholar
Pearce, M., & Forlin, C. (2005). Challenges and potential solutions for enabling inclusion in secondary schools. Australasian Journal of Special Education, 29, 93–105. doi:10.1080/1030011050290202CrossRefGoogle Scholar
Petriwskyj, A., Thorpe, K., & Tayler, C. (2005). Trends in construction of transition to school in three western regions, 1990–2004. International Journal of Early Years Education, 13, 55–69. doi:10.1080/09669760500048360CrossRefGoogle Scholar
Prior, S. (2011). Student voice: What do students who are intellectually gifted say they experience and need in the inclusive classroom? Gifted and Talented International, 26 (1–2), 121–129.CrossRefGoogle Scholar
Reis, S.M., & McCoach, D.B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152–170. doi:10.1177/001698620004400302CrossRefGoogle Scholar
Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield center, CT: Creative Learning Press.Google Scholar
Rogers, K.B. (2011). Thinking smart about twice exceptional learners: Steps for finding them and strategies for catering to them appropriately. In Wormald, C. & Vialle, W. (Eds.), Dual exceptionality (pp. 57–70). University of Wollongong, Australia: AAEGT.Google Scholar
Rouse, M. (2012). Foreword. In Forlin, C. (Ed.) Future directions for inclusive teacher education: An international perspective. Oxon, UK: Routledge.Google Scholar
Silverman, L.K. (2007). What we have learned about gifted children: 1979–2007. Denver, CO: Gifted Development Center.Google Scholar
Smith, C. (2005, August). Paradigm shifts in inclusive and gifted education. Paper presented at the Inclusive and Supportive Education Congress, Glasgow, Scotland. Retrieved December 26, 2012, from http://www.isec2005.org.uk/isec/abstracts/papers_s/smith_c.shtmlGoogle Scholar
Subotnik, R.F., Olszewski-Kubilius, P., & Worrell, F.C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Pubic Interest, 12, 3–54. doi:10.1177/1529100611418056CrossRefGoogle ScholarPubMed
Shevitz, B., Weinfield, R., Jeweler, S., & Barnes-Robinson, L. (2003). Mentoring empowers gifted/learning disabled students to soar! Roeper Review, 26, 37–40. doi:10.1080/02783190309554237CrossRefGoogle Scholar
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris, France: Author.Google Scholar
Van Tassel-Baska, J., Feng, A.X., Swanson, J.D., Quek, C., & Chandler, K. (2009). Academic and affective profiles of low-income, minority, and twice-exceptional gifted learners: The role of gifted program membership in enhancing self. Journal of Advanced Academics, 20, 702–739. doi:10.1177/1932202X0902000406CrossRefGoogle Scholar
Vialle, W., & Rogers, K.B. (2012). Gifted, talented or educationally disadvantaged? The case for including ‘giftedness’ in teacher education programs. In Forlin, C. (Ed.) Future directions for inclusive teacher education: An international perspective (pp. 114–122). Oxon, UK: Routledge.Google Scholar
Webb, J.T., Amend, E.R., Webb, N.E., Goerss, J., Beljan, P., & Olenchak, F.R. (2005). Misdiagnosis and dual diagnosis of gifted children and adults: ADHD, bipolar, OCD, Asperger's, depression and other disorders. Scottsdale, AZ: Great Potential Press.Google Scholar
Wormald, C., & Vialle, W. (2011). Dual exceptionality. University of Wollongong, Australia: AAEGT.Google Scholar