"Twice-exceptional," also referred to as "2e," is a term used to describe gifted children who have the characteristics of gifted students and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language…

Students with disabilities have complex learning needs. It wasn't until the 2004 reauthorization of the Individuals with Disabilities in Education Act (IDEA) that federal attention was pointed towards students who are both gifted "and" have a disability. This concept, known as twice-exceptionality, is a difficult concept to fully…

The new definition of twice exceptionality by the National Twice-Exceptional Community of Practice (2e CoP) is a tool that will facilitate communication and collaboration for practitioners in the regular classroom, gifted education specialists, administrators, and professors. In this article, the author shares his experiences in several of these…

The provision of flexible, multidimensional, customized supports and services for a twice-exceptional (2e) child requires a system of education that is capable of dynamic and personalized interventions that respond to a 2e student's learning strengths and challenges. We believe that this kind of educational response entails more than an excellent…

As a recent college graduate with my bachelor's and master's degrees completed within the last 2 years, I am currently in my first full year of teaching. My first experience working with a twice-exceptional student was during my college practicum, and it was that student who changed my whole outlook on teaching.

For more than 50 years, the unique needs of twice-exceptional (2e) learners have challenged educators. Because of this challenge, much work has been done in different areas across the country in creating appropriate learning environments for serving this population. However, no unified way has been developed to bring together the best research and…

Concluding a two-part "American Annals of the Deaf" special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a…

What's not often well-known or well-understood is that students who are gifted may also have a special need or disability--just as students with disabilities may also be gifted. The term "twice-exceptional," also referred to as "2e," is used to describe gifted children who, according to the Joint Commission on Twice-Exceptional…

Students who are deaf with a disability or disabilities (DWD) constitute nearly half of the population of K-12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf…

Deaf and Hard of Hearing (DHH) adolescents and young adults with disabilities (DWD) are a highly diverse group who may also demonstrate a range of functional limitations. These present unique challenges to professional efforts to provide high-quality transition services. Despite these issues, a majority of this population has cognitive abilities…

The tiny, multicultural nation of Singapore has a long history of provisions for gifted students. Beliefs about ability and talent development are strongly influenced by traditional Confucian perspectives that view environmental factors as dominant in the development of talent. Early identification is not stressed and working hard is emphasized at…

The congenital disorders of glycosylation (CDG) are a rapidly growing group of inborn errors of metabolism that result from defects in the synthesis of glycans. Glycosylation is a major post-translational protein modification and an estimated 2% of the human genome encodes proteins for glycosylation. The molecular bases for the current 60…

The participation of a student with Multiple Sclerosis (MS) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with MS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the State/Multi-State and National…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Consortium on Deaf-Blindness (NCDB),…