Equity in Gifted/Talented (G/T) Education

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Twice-Exceptional Students and G/T Services

Service Design Based on the Needs of
Twice-Exceptional Learners

"Twice-exceptional learners are at risk in an educational system that does not recognize their unique characteristics or provide the timely support they need to be successful" (Trail, 2011). Each learner has a unique combination of strengths and challenges. For optimal learning, twice-exceptional learners need a continuum of services designed to meet their cognitive, social, emotional, and physical needs.

Specifically, twice-exceptional learners need:

  • An environment that nurtures their giftedness directed by a professional in gifted education
  • Direct, intense instruction in areas of challenge directed by a professional in special education
  • Qualitatively differentiated curriculum that includes:
    • Interdisciplinary learning
    • Inquiry and discovery learning
    • Research opportunities
    • Universal Design for Learning
  • Evidence that they are valued for their uniqueness
  • Experiences that provide opportunities for success
  • Ancillary services and support (e.g., occupational therapy, counseling)
  • Direct instruction and experiences to develop the skills for autonomous learning
  • Time with other twice-exceptional peers

The Texas State Plan for the Education of Gifted/Talented Students mandates that once any student is identified as gifted, they must be provided gifted/talented services that are commensurate with their abilities (1.4C, 2.1C, and 3.3C). Additionally, due to their disability, Twice-Exceptional learners should have an Individualized Educational Plan (IEP) through special education services or a 504 Plan through general education.