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ability and simultaneous weaknesses in memory and the ability to process information. They also found that 2e individuals with ASD may generally have both high ability and significant differences in their ability and achievement profiles, including weaknesses in processing information quickly. Foley-Nicpon and
Assouline (2015) used these findings to suggest that for the most effective practice, school counselors should adjust language and conceptualization based on 2e students’ abilities, level of insight, and developmental level. Furthermore, counselors and educators should allow sufficient time for individuals to process the information that is being presented. Change in therapy may happen more slowly with twice-exceptional clients. They also suggest that counselors recommend or offer accelerative opportunities within 2e students’ talent domains.
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giftedness. Some characteristics of giftedness can look very much like those of a learning disability or disorder and, as a result, gifted children are sometimes incorrectly diagnosed with disorders. For instance, if a single IQ score is considered in the identification of giftedness, 2e individuals with learning disabilities are likely to be misidentified. Therefore, evaluation results should indicate the child's areas of strength and weakness and identify whether any disorders or learning disabilities are present. In addition, the results should include information on what the child needs in order to build on the strengths and compensate for the weaknesses that have been identified. Teaching to students' abilities rather than disabilities increases self-concept scores.
334:
existing research regarding 2e students. The following are some of the authors’ proposed evidence-based considerations for school counselors and educators to use in their work with 2e students. In a qualitative study, Schultz (2012) used semi-structured interviews to explore the perceptions of parents, teachers, and counselors regarding 2e students’ participation in
Advanced Placement or college-credit courses. She found that sometimes 2e students were not allowed to use their accommodations in these courses. Foley-Nicpon and Assouline (2015) propose that counselors can address these concerns by helping teachers to understand that accommodations and IEPs are legal mandates, not optional services.
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Teachers sometimes spot problems in school; sometimes parents are the first to notice their children's frustrations with school. During the early years it may be social difficulties. The 2e child may find it hard to make friends and fit in. Academic problems often appear later. As work demands increase, teachers may see a drop or inconsistencies in the student's performance, sometimes accompanied by an increase in problem behaviors. Some 2e students withdraw, showing reluctance to speak out or take other risks in class; while others play the class clown. Some are unable to stay focused, find it hard to sit still and work quietly, and have difficulty controlling anger or frustration.
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to organize those ideas and express them on paper. They might be a skilled artist or builder but turn in assignments that are messy or illegible. They might complete assignments but lose them or forget to turn them in. To the parents and teachers observing this behavior, it may seem that the child just isn't trying. In fact, many twice-exceptional children work as hard if not harder than others, but with less to show for their efforts. This struggle to accomplish tasks that appear easy for other students can leave twice-exceptional children frustrated, anxious, and depressed. It can rob them of their enthusiasm and energy for school and damage their self-esteem.
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time on tests and reduced homework. The student's strengths should not merely be viewed as means through which they can compensate for their areas of weakness. Proper support for a twice-exceptional student must include accommodations to allow them to develop and challenge their gifts as well. It is essential for these students to feel as though they are being noticed for their gifts more than just their weaknesses, otherwise the student may fall into negative behavioral patterns such as the ones aforementioned. In sum, appropriate interventions should address both the academic and social emotional needs of 2e learners.
95:
to 360,000 in the U.S. (on the order of 0.5% of the total number of children under 18). Linda
Silverman, Ph.D., the director of the Gifted Development Center has found that fully 1/6 of the gifted children tested at the GDC have a learning difference of some type. In Australia, in 2010 a conservative estimate of the number of twice-exceptional children was around 40,000, or approximately 10% of gifted Australian children, although other estimates have placed this much higher at 30% of gifted Australian children as being twice-exceptional.
338:
obtaining a full understanding of 2e students’ academic, social, and emotional needs. Given these findings, Foley-Nicpon and
Assouline (2015) suggest that school counselors review the records of each 2e student and consider both strengths and weaknesses in and out of the classroom in formulating treatment plans. Furthermore, they should help clients advocate for a comprehensive evaluation if one has not been obtained.
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350:), and a psychological approach based on identifying learning or behavioral disorders as determined through diagnostic criteria. Foley-Nicpon and Assouline (2015) suggest that counselors need to understand how the individual's diagnosis was determined and (in a K–12 setting) become aware of the rights afforded to that individual via a
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When teaching 2e students there are methods an educator should avoid. Twice exceptionality students do not respond well to lectures, and tend to gravitate more toward "big picture" learning. These students have a hard time following unnecessarily strict rules, and should not be expected to conform to
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Formal identification of twice exceptionality requires identification and formal clinical diagnosis of each of at least two separate underlying exceptionalities. Given the statistical rarity, wide variety of presentations, and practical access issues with obtaining adequate diagnostic assessments, it
94:
There is no clear-cut profile of twice-exceptional children because the nature and disabilities of twice exceptionality are so varied. This variation among twice-exceptional children makes it difficult to determine just how many of them there might be. Best estimates of prevalence range from 300,000
50:
A twice-exceptional child is one who, along with being considered gifted in comparison to same-age peers, is formally diagnosed with one or more disabilities. Although twice-exceptional can refer to any general disability, it is often used to refer to students with learning disabilities. Research is
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Still, finding schools that can meet the needs of twice exceptional children can be a challenge for many parents. Public and private schools with programs that combine the appropriate levels of challenge and support for these learners are in the minority. For this reason, a number of parents choose
333:
School counselors have a unique role in supporting 2e students. Counselors are positioned to be a valuable resource for teachers, other school personnel, and community members who might not be familiar with twice-exceptionality. Foley-Nicpon and
Assouline (2015) conducted a systematic review of the
329:
Support can come in several forms. An essential form is encouragement; others include compensation strategies and accommodations in the child's areas of weakness. For example, 2e students may benefit from learning time-management skills and organizational techniques; and they may need to have extra
308:
If these difficulties persist, school personnel or parents may decide that evaluation is needed. Along with a physical examination, children may undergo psycho-educational testing to determine the cause of their struggles. The professionals who take part in the process should be knowledgeable about
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In the case of behavioral/socioemotional, rather than cognitive problems, both strengths and deficits can be intensified. A twice-exceptional student's grades commonly alternate between high and low, sometimes within the same subject. The child might have advanced vocabulary and ideas but be unable
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The twice-exceptional education movement started in the early 1970s with "gifted-handicapped" education, a term essentially referring to the same population. The 2e education approach has 35 years of research and best practices tailored to the needs of 2e students. It is a marriage between special
304:
Twice exceptionality often does not show up until children are in school. In their early years, these children often seem very bright, with varied interests and advanced vocabularies (particularly with reference to same-age peers); and many times parents are unaware that they have a child with 2e.
341:
In 2012, Foley Nicpon, Assouline, and
Stinson used the Wechsler Intelligence Scale for Children (WISC-IV) to examine the cognitive and academic profiles of fifty-two 2e students with ASD. Their results indicated that gifted individuals with ASD can have very high general, verbal, and/or nonverbal
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Their strengths are the key to success for twice-exceptional children. They thrive on intellectual challenges in their areas of interest and ability. Many 2e children do best when given work that engages multiple senses and offers opportunities for hands-on learning. However, a requirement for
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Brody and Mills argue that this population of students "could be considered the most misunderstood of all exceptionalities". In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent
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or any other disability interfering with the student's ability to learn effectively in a traditional environment. For example, 19% of dyslexic students were found to be superiorly gifted in verbal reasoning. Often twice-exceptional children have multiple co-morbid disabilities that seem like a
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In 2010, Foley-Nicpon, Doobay, and
Assouline used the Behavior Assessment System for Children (BASC-2) to assess psychological functioning of fifty-four 2e students diagnosed with Autism Spectrum Disorder (ASD). Their results led them to conclude that a comprehensive evaluation is critical to
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although as yet there is no empirical research to confirm this theory. The interplay of exceptional strengths and weaknesses in a single individual results in inconsistency in performance. They might present any of the three profiles identified by educator and researcher Dr. Susan Baum:
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Only a handful of schools in United States offer a curriculum specifically tailored to 2e children. Some public schools offer part-time programs for twice exceptional students, where they can progress in subjects like math at their own pace, and meet other students like themselves.
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In their article that explores twice-exceptionality through multiple case studies, Assouline and
Whiteman (2011) examine the two approaches that exist in understanding individuals with learning difficulties: an educational approach based on federal legislation
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Children identified as twice exceptional can exhibit a wide range of traits, many of them typical of gifted children. Like those who are gifted, twice-exceptional children often show greater asynchrony than average children (that is, a larger gap between their
812:
Webb, J.T.; Amend, E.R.; Webb, N.E.; Goerss, J.; Beljan, P.; Olenchak, F.R. (2005). The
Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders. Scottsdale, AZ: Great Potential
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934:
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Foley-Nicpon, M.; Doobay, A. F.; Assouline, S. G. (2010). "Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder".
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for accommodation or an IEP. Counselors should set a goal to promote the individual's development of self-advocacy and problem-solving skills, particularly as he or she transitions out of formal education.
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and physical age). They are often intense and highly sensitive to their emotional and physical environments. The following chart summarizes characteristics commonly seen in this population.
747:
Baum, S. & Owen, S. (2004). To Be Gifted & Learning
Disabled: Strategies for Helping Bright Students with LD, ADHD, and More. Mansfield Center, CT: Creative Learning Press.
756:
Higgins, L. D. & Nielsen, M. E. (2000). Responding to the Needs of Twice-Exceptional Learners: A School District and University's Collaborative Approach. In K. Kay, (Ed.),
368:—a strengths-based, differentiated approach that provides special educational supports. Many argue that talent development is the most critical aspect of their education.
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Dare, L., & Nowicki, E.A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review. 37(4), 208–218. doi: 10.1080/02783193.2015.1077911
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Nielsen, M.E.; Mortorff-Albert, S. (1989). "The effects of special education service on the self-concept and school attitude of learning disabled/gifted students".
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347:
631:"An Empirical investigation of twice-exceptional research in Australia: Prevalence estimates for gifted children with disability (PDF Download Available)"
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Schultz, S. M. (2009). Twice-exceptional Students Participating in Advanced Placement and other College Classes while Still in High School. USA: VDM
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Berninger, V. W., & Abbott, R. D. (2013). Differences between children with dyslexia who are and are not gifted in verbal reasoning.
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Neumann, L. C. (2008). No One Said It was Easy – Challenges of Parenting Twice-Exceptional Children. In M. W. Gosfield, (Ed.),
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Understanding Your Child's Puzzling Behavior: A Guide for Parents of Children with Behavioral, Social, and Learning Challenges
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who have some form of learning or developmental disability. These students are considered exceptional both because of their
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is not unusual for 2e children or adults in open society to have not been accurately identified or adequately diagnosed.
59:
770:
Dare, Lynn; Nowicki, Elizabeth Agnes (2015-10-02). "Twice-Exceptionality: Parents' Perspectives on 2e Identification".
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40:
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Expert Approaches to Support Gifted Learners: Professional Perspectives, Best Practices, and Positive Solutions
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them. Instead, being flexible with them, and focusing more on holistic, big-picture learning is recommended.
32:
421:
906:
Foley-Nicpon, M.; Assouline, S. G. (2015). "Counseling considerations for the twice-exceptional client".
574:
National Association for Gifted Children & Council of State Directors of Programs for Gifted (2011).
511:
Abramo, Joseph (June 2015). "Gifted Students with Disabilities "Twice Exceptionality in the Classroom"".
401:
377:
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Brody, L.E.; Mills, C.J. (1997). "Gifted Children with learning disabilities: a review of the issues".
47:. Ronksley-Pavia (2015) presents a conceptual model of the co-occurrence of disability and giftedness.
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success for these students is support, either given informally as needed or formalized, such as in an
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not limited to these areas, and a more holistic view of is seen as helping to move the field forward.
35:(e.g., intellectual, creative, perceptual, motor etc.) and because they are disabled (e.g., specific
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825:"The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality"
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Kaufman, R.K (2014). Autism Breakthrough . The Son Rise Program Developmental Model, New York:
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To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD and more
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To be gifted and learning disabled: Meeting the needs of gifted students with LD, ADHD and more
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Different Minds: Gifted Children With AD/HD, Asperger Syndrome, and other Learning Deficits
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Crossover Children: A Sourcebook for Helping Children Who Are Gifted and Learning Disabled
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1071:"Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era"
602:"In 2013, there were nearly 74 million children younger than 18 in the United States."
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Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential
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Teaching Teens with ADD and AD/HD: A Quick Reference Guide for Teachers and Parents
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Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student
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When the Brain Can't Hear: Unraveling the Mystery of Auditory Processing Disorder
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Sensational Kids: Hope and Help for Children with Sensory Processing Disorder
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State of the states in gifted education: National policy and practical data
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Ronksley-Pavia, Michelle (2015-07-01). "A Model of Twice-Exceptionality".
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Term used for a gifted student who also possesses at least one disability
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When the Labels Don't Fit: A New Approach to Raising a Challenging Child
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Weinfeld, R., Jeweler, S., Barnes-Robinson, L., Shevitz, B. (2006).
935:"Twice-exceptional students enrolled in advanced placement classes"
662:
Munro, DR John (2002-06-01). "Gifted learning disabled students".
606:. ChildTrends.org, last updated July 2014. Retrieved May 11, 2015.
82:. Twice-exceptionality can also be associated with a diagnosis of
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1302:
1263:
Smart Kids with School Problems: Things to Know and Ways to Help
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1288:
Association for the Education of Gifted Underachieving Students
27:, entered educators' lexicons in the mid-1990s and refers to
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Bridges 2e Center for Research & Professional Development
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Creative Home Schooling: A Resource Guide for Smart Families
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Foley-Nicpon, M.; Assouline, S. G.; Stinson, R. D. (2012).
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422:"Gifted and Learning Disabled: Twice Exceptional Students"
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Some common characteristics of twice-exceptional children
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High levels of creativity and problem-solving ability
1156:(pp. 269-276). Minneapolis: Free Spirit Publishing.
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Learning disabled but with no exceptional abilities
1256:Upside-Down Brilliance: The Visual-Spatial Learner
823:Atmaca, Furkan; BaloÄźlu, Mustafa (October 2022).
54:The learning associated disabilities can include
1142:. Mansfield Center, CT: Creative Learning Press.
563:. Mansfield Center, CT: Creative Learning Press.
1328:TECA 2e – Twice Exceptional Children's Advocacy
1179:. Reston, VA: Council for Exceptional Children.
248:Poor performance in one or more academic areas
1117:Providing programs for the gifted handicapped
982:Journal of Autism and Developmental Disorders
760:(pp. 287-303). Gilsum, NH: Avocus Publishing.
241:Wide range of interests not related to school
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664:Australian Journal of Learning Disabilities
348:Individuals with Disabilities Education Act
1208:Teaching Gifted Students with Disabilities
1206:Johnsen, S. K. & Kendrick, J. (2005).
1069:Assouline, S. G.; Whiteman, C. S. (2011).
588:: CS1 maint: location missing publisher (
273:Specific talent or consuming interest area
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420:Dawn Beckley, University of Connecticut.
380:options for their 2e children, including
1186:. Bainbridge Island, WA: Lifespan Press.
604:ChildTrends Databank: Number of Children
216:Discrepant verbal and performance skills
908:Journal of Counseling & Development
452:Journal for the Education of the Gifted
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257:Penetrating insight into complex issues
200:Lack of organizational and study skills
91:paradox to many parents and educators.
1227:. London: Jessica Kingsley Publishers.
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497:National Education Association, 2006.
7:
1248:. Scottsdale: Great Potential Press.
1119:. Council for Exceptional Children.
1075:Journal of Applied School Psychology
1293:Top Schools For 2E Kids in The U.S.
264:Difficulty with written expression
14:
1258:. Denver: DeLeon Publishing, Inc.
1220:. New York: Simon & Schuster.
629:Ronksley-Pavia, Michelle (2014).
209:Extremely curious and inquisitive
108:Bright but not trying hard enough
920:10.1002/j.1556-6676.2015.00196.x
707:Journal of Learning Disabilities
320:Individualized Education Program
225:Very imaginative and resourceful
123:Identifying twice exceptionality
1241:. New York: Three Rivers Press.
1234:. New York: G.P. Putnam's Sons.
1196:. Bethesda, MD: Woodbine House.
1138:Baum, S.M.; Owen, S.V. (2004).
559:Baum, S.M.; Owen, S.V. (2004).
1298:Hoagies' Gifted Education Page
499:The Twice-Exceptional Dilemma.
280:Stubborn, opinionated demeanor
1:
1313:The Twice-Exceptional Dilemma
784:10.1080/02783193.2015.1077911
184:High sensitivity to criticism
64:obsessive–compulsive disorder
41:neurodevelopmental disability
1087:10.1080/15377903.2011.616576
289:Sophisticated sense of humor
60:auditory processing disorder
1323:The Quad Preparatory School
177:Advanced ideas and opinions
68:sensory processing disorder
1386:
1308:Gifted Homeschoolers Forum
1199:Eide, B. & F. (2006).
719:10.1177/002221949703000304
547:Gifted Child Quarterly, 57
1223:Lovecky, Deirdre (2004).
994:10.1007/s10803-010-0952-8
884:10.1080/02783198909553227
841:10.1177/00169862221110875
676:10.1080/19404150209546698
617:Gifted Development Center
1261:Vail, Priscilla (1989).
1192:Dendy, C. A. Z. (2000).
1041:10.1177/0016986211433199
951:10.1177/0016986212444605
525:10.1177/0027432115571367
464:10.1177/0162353215592499
1272:. Waco: Prufrock Press.
1210:. Waco: Prufrock Press.
1115:Maker, C. June (1977).
933:Schultz, S. M. (2012).
513:Music Educators Journal
378:alternative educational
23:, often abbreviated as
1355:Educational psychology
1254:Silverman, L. (2002).
1230:Miller, L. J. (2006).
1182:Curtis, S. E. (2008).
1168:Bellis, T. J. (2002).
1029:Gifted Child Quarterly
939:Gifted Child Quarterly
829:Gifted Child Quarterly
643:10.13140/2.1.1456.4160
535:– via nafme.org.
99:Misunderstood children
1203:. New York: Hyperion.
402:Exceptional education
1218:The Myth of Laziness
1201:The Mislabeled Child
1175:Bireley, M. (1995).
501:Washington D.C.:NEA.
1244:Rivero, L. (2002).
1237:Probst, B. (2008).
1216:Levine, M. (2002).
161:Superior vocabulary
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37:learning disability
1265:. New York: Plume.
1172:. New York: Atria.
615:Silverman, Linda ,
168:Poor social skills
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1360:Special education
578:. Washington, DC.
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