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Twice Exceptional: Multiple Pathways to Success

  • Chapter
International Handbook on Giftedness

Abstract

This chapter addresses the interplay of exceptionality relating to students who are gifted and talented as well as disabled (twice-exceptional). Following a brief introduction, information relevant to primary twice-exceptional subgroups including gifted students with learning disability, intellectual disability and/or autism, Asperger’s Syndrome, attention deficit hyperactivity disorder, and sensory impairment is presented. Key areas relating to meeting the full range of needs for students who are twice exceptional in the school including identification, curriculum and instruction, and teacher preparation are discussed. The chapter concludes that even though our knowledge base and classroom practices regarding the twice-exceptional remain a “desultory duality” the future holds greatest promise for these students in inclusive schools.

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Authors and Affiliations

  1. University of Alberta, Edmonton, Alberta, Canada

    Judy L. Lupart

  2. University of Northern Colorado, Colorado, USA

    Royal E. Toy

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  1. Judy L. Lupart
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  2. Royal E. Toy
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Correspondence to Judy L. Lupart .

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  1. Département des sciences administratives Pavillon Lucien-Brault, Université du Québec en Outaouais, 101, rue Saint-Jean-Bosco, Case postale 1250, succursale Hull, J8X 3X7, Gatineau, Québec, Canada

    Larisa V. Shavinina

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© 2009 Springer Science+Business Media B.V.

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Lupart, J.L., Toy, R.E. (2009). Twice Exceptional: Multiple Pathways to Success. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_23

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