Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?

By Megan Foley Nicpon, Allison L. Allmon, Barbara C. Sieck, Rebecca D Stinson. 2011

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Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices (2012, background): “Since the beginning of the 20th century, the concept of giftedness has been associated with high intelligence and exceptional performance (Gottfredson, 1997; A. Robinson & Clinkenbeard, 2008). Largely in response to the launch of the Sputnik satellite by the Soviet Union in 1957, the federal governm”
Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era (2011, background): “Foley Nicpon et al. (2011) analyzed the quantity of research over a 20- year period for each of the three disorders discussed earlier and identified a total of 43 articles that empirically looked at giftedness and disability.”
An Operational Definition of Twice-Exceptional Learners (2014, background): “Increasing numbers of research studies have also contributed to an evolving understanding of the complexity these students experience as they navigate their academic, social, and emotional worlds (Baum & Owen, 2004; Foley Nicpon et al., 2011; Trail, 2010).”
Twice-Exceptional Learners (2013, background): “Rather we focused on these four because of the availability of research literature (Foley Nicpon et al., 2011), the frequency of the diagnosis in schools (e.g., SLD and ADHD are the largest categories), increased incidence rate (e.g., ASD), or the area in gifted education that receives considerable ”