Mollenkopf, et. al, (2021) explore the elusive process of identifying twice-exceptional students, stating that both gifted and 2E children may be offered testing at the behest of parents and/or teachers. Findings from the Mollenkopf, et. al, (2021) study include gifted and 2E children being tested in K and first grades with supports implemented soon after, even though many parents suspected their children to be gifted or 2E around the age of 2 years.

Dare and Nowicki (2015) identify difficulties faced not only by the underrepresented population of children navigating concurrent giftedness and disability, but the challenging experience of parents attempting to advocate. Dare and Nowicki (2015) indicate that parents have similar awareness of their children’s challenges, gain knowledge regarding exceptionalities and giftedness, and experience unique situational variables resulting in a desire to test the children for gifted and 2E.

The methodology used by Haase and Hancock, L. (2022) is a quantitative review of illustrations leading up to intervention strategies:

Speirs Neumeister (2024) concludes that the primary caregivers’ advocacy with regard to 2E identification, expectations, self-advocacy, and support profoundly affects both parent and child. The findings of this work by Speirs Neumeister, (2024). reflect results consistent with other works in the field, as detailed in this literature review, which highlights a need for increased awareness and training of 2E for educators, administrators, and school personnel.

Ramnath et al. (2021) explores several works to conclude that there is simply a lack of understanding of the specific definitions of disabilities as well as the concept of 2E among teachers. However, the idea of 2E seems to be accepted, it is often something masked in children and difficult to identify.

Educators and administrators are slowly evolving their ways of thinking and perspectives regarding 2E identification and services, (Harwin, 2019). Many faculty and staff members are intimidated by the fact that giftedness and exceptionality tend to mask one another, creating an exceptionally challenging dynamic to teach and engage in a classroom with multiple students of varied abilities.

Haase and Hancock, L. (2022) propose that many providers assume that 2E begins and ends in the classroom, however individuals with concurrent giftedness and exceptionalities must navigate these challenges throughout the lifespan and it is up to professionals and caregivers to aid 2E individuals in training, practicing, recruiting skills to become healthy, independent, and successful. The goal of the Haase and Hancock, L. (2022) chapter is to better appreciate challenges that 2E people of all ages are faced with, and how to better advocate, accommodate, and assist these often invisible disabilities which present in all settings and dynamics, affecting all people regardless of gender, identity, culture or ethnicity. Findings from the chapter by Haase and Hancock, L. (2022) conclude that more research is necessary to fully appreciate and address the challenges faced by 2E individuals of all ages and various settings, throughout the lifespan.

EDUCATIONAL: The goal of the study by Tikkanen Merk (2022) is to validate the importance of parents and school faculty and staff as advocates for children who may fit the criteria for gifted and otherwise exceptional. Findings from the Tikkanen Merk (2022) study indicate a need for professionals and parents to be better educated consistently by their school districts and providers, in ways to advocate for their children, specific rights, local or virtual resources and best accommodations.

Peisah, et al., (2023) developed a family-friendly self-audit tool via Delphi study.

Tortop & Ilgaz (2023) developed in-service training for twice exceptional teachers with regard to teacher self-regulation.