ABSTRACT
Students who simultaneously show evidence of high performance or potential in a domain of talent and also have a disability that impacts their ability to achieve and learn are often referred to as “twice-exceptional.” The past decade has witnessed increased research as well as clinical and educational attention directed towards understanding the nature and needs of twice-exceptional students (Foley-Nicpon, Allmon, Sieck, & Stinson, 2011). This focus has resulted in numerous attempts to establish a widely-accepted operational definition for the term, improve mechanisms for identification, and establish evidence-based practices and instructional strategies to support academic, social, and emotional outcomes for twice-exceptional learners (Reis, Baum, & Burke, 2014; Ronksley-Pavia, 2015). Despite increased attention, however, problems associated with definitional ambiguities, recognizing the psychosocial correlates of students in this population, and meeting their needs in the educational context persist (Foley-Nicpon, 2015; Kalbfleisch, 2014).
