Rethinking Inclusion of Gifted and Twice-Exceptional Children

Abstract

In the chapter, the complex nature of giftedness and twice-exceptionality is being addressed, with the emphasis given on the challenges these two conditions pose upon the whole age spectrum of these individuals (i.e., from childhood to adolescence and adulthood). More precisely, as the literature suggests, these children often demonstrate socioemotional difficulties or challenging behaviours in classroom settings. Hence, the emphasis in the current chapter is given to several intervention strategies that teachers might utilize for effectively dealing with challenging behaviours of gifted and twice-exceptional children with specific reference to the school environment.