Introduction
It is commonly believed that gifted children are typically well-adjusted, score uniformly high on IQ tests, and perform well academically. Therefore, it may sound contradictory to many that a child who shows evidence of being gifted can also have learning disabilities or vice versa, also known as “twice-exceptional” students. Twice-exceptional students are those who are identified as gifted and have a disability domain (Baldwin et al. 2015; Foley-Nicpon and Kim 2018). In the past, children who had both high abilities and learning disabilities were rarely identified. As a result, twice-exceptional students have been overlooked and poorly served. In recent years, however, the concept of twice-exceptionality has become commonly accepted. This entry explores the current and increasing attention of the phenomenon of twice-exceptionality within gifted education and looks at practices with regard to defining, identifying, and educating students who are gifted but also have...
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References
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Spiteri, J. (2020). Twice-Exceptional Children, Myths, and Challenges of Being Gifted with Learning Difficulties. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_411-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_411-1
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