Conclusions There are at least three subgroups of twice-exceptional students, many of whom are not being properly served by the current educational system. The first group is students who have been identified as gifted yet are exhibiting difficulties in school. Students identified as learning disabled, but whose exceptional abilities have never been recognized or addressed comprise the second group, and students in general education classes and are considered unqualified for services provided for students who are gifted or have learning disabilities make up the third group. There are many characteristics associated with twice-exceptional students. There is no one absolute identification method for twice-exceptional students.
Most experts recommend using IQ and achievement tests along with other data.
These data may include teacher rating scales, creativity tests, peer and self-nominations, or a portfolio. When setting up a curriculum, it is important to individualize the learning tasks for all students. The curriculum needs to develop students' gifts while also providing them with compensation methods to work around their disability. It is also important to engage learners in activities and projects that reflect their personal interests. Meeting the needs of learning disabled gifted students.