A model of twice exceptionality

What is it about?

It appears that a model is needed to define the apparent paradoxical term of disability , giftedness, and twice exceptionality, not only for scholars within the field but also for educators and the wider community of students and parents/guardians. This article examines the contextual contributing factors in the creation of a model of twice-exceptionality, creating a preliminary point for discourse on disability, giftedness, and twice-exceptionality on which it is anticipated that future research can be grounded.

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Why is it important?

To be used to foster cohesive discussion around twice exceptionality.