The growth of awareness around twice-exceptional education has coincided with and resulted from additional and ongoing research into the topic. Some findings of this research are included here.
Interactions between giftedness and disabilities require twice-exceptional (2e) students to have access to both gifted programming and special education (SPED) resources in order to be successful in school (Baum, Schader & Owen, 2017; Nielsen & Higgins, 2015). 2e students are increasingly recognized by educators, researchers (Baldwin, et al., 2015; Maddocks, 2018; Maker, 2005; Nicpon, et al., 2011; Nielsen, 2002), and parents (Dare & Nowicki, 2015).
However, 2e students still have a hard time accessing both gifted and SPED education...
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