Evolving Educational Legislation Transforms Twice-Exceptional Research and Educational Practice
Saved in:
| Title: | Evolving Educational Legislation Transforms Twice-Exceptional Research and Educational Practice |
|---|---|
| Language: | English |
| Authors: | Susan G. Assouline (ORCID |
| Source: | Gifted Child Today. 2026 49(1):76-84. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Educational Legislation, Educational Policy, Twice Exceptional, Student Needs, Definitions, Academically Gifted, Students with Disabilities, Educational Practices, Student Characteristics, Equal Education, Federal Legislation, Educational Research, Talent Identification, Disability Identification, Written Language, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Learning Disabilities, Suicide, Psychological Patterns, Acceleration (Education) |
| Laws, Policies and Program Identifiers: | Education for All Handicapped Children Act, Individuals with Disabilities Education Act, Jacob K Javits Gifted and Talented Students Education Act 1988 |
| DOI: | 10.1177/10762175251381364 |
| ISSN: | 1076-2175 2162-951X |
| Abstract: | This article describes the historical evolution of U.S. federal education policy as it pertains to the constructs of disability and giftedness, which were originally treated as distinct domains. However, policy shifts and research initiatives revealed the intersection of the two domains, which led to recognition of twice-exceptional individuals as learners with unique needs related to talent development. Evolving definitions and educational practice shaped two decades of research. A case-example highlights the importance of comprehensive psychoeducational evaluations to understand the nuanced educational and social-emotional needs of twice-exceptional learners. Seven recommendations focus on strength-based approaches to educational practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492139 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article describes the historical evolution of U.S. federal education policy as it pertains to the constructs of disability and giftedness, which were originally treated as distinct domains. However, policy shifts and research initiatives revealed the intersection of the two domains, which led to recognition of twice-exceptional individuals as learners with unique needs related to talent development. Evolving definitions and educational practice shaped two decades of research. A case-example highlights the importance of comprehensive psychoeducational evaluations to understand the nuanced educational and social-emotional needs of twice-exceptional learners. Seven recommendations focus on strength-based approaches to educational practice. |
|---|---|
| ISSN: | 1076-2175 2162-951X |
| DOI: | 10.1177/10762175251381364 |
