Sally K. Lyon, Michelle Ryder-Schoeck, Gerry M. Charlebois, Barbara Gilman, Karen B. Rogers, Michael G. Postma, Deirdre V. Lovecky, Edward R. Amend, Nancy M. Robinson, John D. Wasserman, Patricia Hedges Curry, Sylvia B. Rimm, Linda E. Collins, Colleen M. Harsin, Daniel B. Peters, Linda Silverman, and Kathi Kearney
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who perform at grade level, by using advanced conceptual abilities and hard work to compensate, may still require interventions and accommodations to manage increasing educational demands. Otherwise, college and even high school graduation may be out of reach. This article reviews changing laws and policies, explores case studies of twice-exceptional students missed, and examines the diagnosis of twice-exceptionality through comprehensive assessment. Appropriate best practices for the identification of twice-exceptional learners, maintenance of their civil rights, and provision of FAPE are offered for educators, parents, advocates, and legislators as federal, state, and district laws/policies evolve.