The following are article references from Issue 7 of Variations2e magazine, which highlights the work of twice-exceptional students. The first set of references is for Lin Lim's piece on twice-exceptional learner-teacher framework, while the second set is for a piece about how students are trying to save gifted education in Minnesota, by Terence Friedrichs, Devesh Bhor, and Anushka Chaudhari.
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"Twice-Exceptional Learner-Teacher Conceptual Guiding Framework" references:
Antonini, T. N., Kingery, K. M., Narad, M. E., Langberg, J. M., Tamm, L., & Epstein, J. N. (2016). Neurocognitive and behavioral predictors of math performance in children with and without ADHD. Journal of Attention Disorders, 20(2), 108. doi:10.1177/1087054713504620
Antshel, K. M., Faraone, S. V., Maglione, K., Doyle, A., Fried, R., Seidman, L., & Biederman, J. (2008). Temporal stability of ADHD in the high-IQ population: results from the MGH Longitudinal Family Studies of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 47(7), 817–825. https://doi.org/10.1097/CHI.0b013e318172eecf
Ballieux, R. E. (1992) Bidirectional communication between the brain and the immune system. Eur J Clin Invest, 10(22) Suppl 1:6-9.
Baum, S. (2009). Talent center model for twice-exceptional students. In Renzulli, Gubbins, McMillen, Eckert, Little. (Eds), Systems and models for developing programs for the gifted and talented. (2nd ed. p. 17-47). Waco, TX: Prufock Press.
Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32, 321–326. doi:10.1177/001698628803200305
Baum, S. M., Schader, R. M.,...
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