The Belin-Blank Center has an extensive body of work on twice-exceptionality — from our Assessment and Counseling Clinic to professional learning to leading research. Our director, Dr. Megan Foley Nicpon, is a leader in that field. Here are some of the recent publications that come from her work.
“Policy Considerations for Twice-Exceptional Students”
Abstract: Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support through implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth. (Foley-Nicpon, M., & Teriba, A. (2022). Policy considerations for twice-exceptional students. Gifted Child Today, 45(1), 212-219. https://doi.org/10.1177/10762175221110943)
“Developmental Milestones as Early Indicators of Twice-Exceptionality”
Abstract: Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail. (LeBeau, B., Schabilion, K., Assouline, S. G., Foley-Nicpon, M., Doobay, A. F., & Mahatmya, D. (2022). Developmental milestones as early indicators of twice-exceptionality. Neurobiology of Learning and Memory. Advance online publication. https://doi.org/10.1016/j.nlm.2022.107671)
“Excellence Expected, Needs Overlooked: Implications for Working With Asian American Twice-Exceptional Students”
Abstract: Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems (Foley-Nicpon & Candler, 2018). Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs (Baldwin et al., 2015). For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education (Park, 2019; Wong, 2015). Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice- exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations (Civil Rights Data Collection, n.d.; Ford, 2013). These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation (Henfield et al., 2014; Mun & Hertzog, 2019; Wong, 2015). When “what giftedness or disability should look like” meets “what Asian American should be like,” the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, we discuss the development and needs of AA2E students. We provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. We hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms. (Park, S., & Foley-Nicpon, M. (2022). Excellence expected, needs overlooked: Implications for working with Asian American twice-exceptional students. Teaching Exceptional Children. Advance online publication. https://doi.org/10.1177%2F00400599221097020)
To hear more about the Belin-Blank Center’s research, be sure to attend our presentations or stop by Booth 506 at the National Association for Gifted Children 69th Annual Convention in Indianapolis next month!
