Sixteenth International Conference on Interdisciplinary Social Sciences

Abstract

Literature and interest in twice-exceptionality though growing in the last few decades have mainly focused on the definition, identification, and academic achievement of twice-exceptional students due to challenges in untangling the wide umbrella of disabilities categories. The research focused on cognitive characteristics has been lagging, with the least research focused on non-cognitive factors. Current twice-exceptional research findings and discourse are organized around a multi-systems perspective beginning with individual factors followed by interpersonal factors and ending with macro-system factors such as socio-cultural and socio-economical influences. Suggestions are made in respect to how current knowledge of twice-exceptionality organized through a multi-systems approach can be utilized immediately in practice by educators and families to affect positive impacts on twice-exceptional children. Recommendations are then made for future twice-exceptional research and designs that integrate a multi-systems perspective.