Equity in Gifted/Talented (G/T) Education

Skip navigation and go to main content

Twice-Exceptional Students and G/T Services

Assessment and Identification

Assessment and identification of twice-exceptional learners can be challenging and requires those vested in the education of these learners to be knowledgeable of a myriad of facets of the unique characteristics and behaviors demonstrated by these learners. Oftentimes, the disability masks the giftedness, which places emphasis on barriers to learning instead of the potential that the learner has as a result of the gifted attributes. Conversely, the giftedness may mask the disability, which may result in the learner experiencing gaps in the learning compounded by the disability, thus affecting how the learner perceives his abilities.

Since twice-exceptional learners can possess both gifted characteristics and characteristics associated with one or more specific disabilities, it is important that district guidelines incorporate flexible gifted/talented (G/T) and special education (SE) assessment and identification procedures and should be individualized for each student as they as often not typical of either population.

Therefore, it is important for educators to recognize the characteristics unique to twice-exceptional learners in order to identify specific exceptionalities and provide services as appropriate.

Assessment Process Flowchart (PDF)

Assessment Resources