The Complexity of Twice Exceptionality and Its Educational Implications
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Springer International Publishing
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https://link.springer.com/content/pdf/10.1007/978-3-031-10378-0_2
Reference17 articles.
1. Akar, S. S., & Akar, I. (2020). Academically gifted & albino: A narrative study of a twice-exceptional. International Journal of Progressive Education, 16(2), 279–296. https://doi.org/10.29329/ijpe.2020.241.19
2. Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era. Journal of Applied School Psychology, 27(4), 380–402. https://doi.org/10.1080/15377903.2011.616576
3. Assouline, S. G., Nicpon, M. F., & Doobay, A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quarterly, 53(2), 89–105. https://doi.org/10.1177/0016986208330565
4. Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-Exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206–214. https://doi.org/10.1177/1076217515597277
5. Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311–327. https://doi.org/10.1177/0016986214547632
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