Twice Exceptional? The Plight of the Gifted English Learner.

This article, built upon individual case studies and an analysis of 3 years of district-wide data for a gifted and talented grant application, identifies the underrepresentation of gifted English learners in gifted and talented programs. The authors argue for (a) reviewing and revising identification procedures and criteria for gifted populations, and (b) professional development for teachers, counselors, and administrators in the area of gifted education in order to better serve gifted English learners who are twice exceptional. [ABSTRACT FROM AUTHOR]