Twice-Exceptionality: A Case Study Involving a School District

Abstract

An analysis was conducted, using a case study approach, of the special education assessment procedures used by a public school for five children who were previously identified as gifted and who were referred for special education services. The children's special education assessment histories were compared to the published recommendations for assessment made by experts in the field of twice-exceptional education. The public school personnel found a lack of significant discrepancy between scores on achievement and ability measures when these students were compared to their same age peers. The influence of this lack of significance resulted in the denial of special education services and accommodations through a Section 504 plan. In some cases, a regression formula was applied to the children's academic and ability test scores to determine significant discrepancy. Other criteria included classroom assessments such as grades and classroom teacher observations. Recommended practices for accurate determination of Twice-Exceptionality were presented.