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Many students who are twice exceptional (gifted with a learning disability) are unidentified and underserved due to disagreement about the best way to identify these individuals. This paper evaluates suggested identification criteria by applying the criteria to a nationally representative sample. Results revealed problems with all the criteria but also suggested ways to improve identification of gifted/learning disabled individuals.
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This page is a summary of: The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria, Gifted Child Quarterly, January 2018, SAGE Publications,
DOI: 10.1177/0016986217752096.
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