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Keywords = underidentification

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11 pages, 403 KB  
Review
Masked Potentials, Hidden Struggles? A Scoping Review of Twice-Exceptional Individuals’ Transition to Employment
by Ruben Heuving, John Exalto and Alexander Minnaert
Soc. Sci. 2025, 14(4), 212; https://doi.org/10.3390/socsci14040212 - 27 Mar 2025
Cited by 4 | Viewed by 7686
Abstract
This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, [...] Read more.
This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, a scoping review method was used. Our review revealed a paucity of targeted studies on the transition of 2E individuals to work. Four relevant studies, focusing primarily on higher education, emphasized strengths-based approaches and multi-stakeholder support to facilitate transitions. The findings underscore the need for tailored interventions and supportive environments, addressing both individual strengths and (environmental) barriers. Further research is essential in view of effective interventions to bridge the gap between education and employment for 2E individuals. Full article
(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)
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12 pages, 262 KB  
Article
Special Education Status and Underidentification of Twice-Exceptional Students: Insights from ECLS-K Data
by Jennifer L. Jolly and Lucy Barnard-Brak
Educ. Sci. 2024, 14(10), 1048; https://doi.org/10.3390/educsci14101048 - 26 Sep 2024
Cited by 4 | Viewed by 12993
Abstract
The current study examined the underidentification of students with disabilities for gifted education programs, otherwise referred to as twice-exceptional students. This study utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K). We estimated that approximately 17% to 18% more [...] Read more.
The current study examined the underidentification of students with disabilities for gifted education programs, otherwise referred to as twice-exceptional students. This study utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K). We estimated that approximately 17% to 18% more students with disabilities should have been identified for a gifted education program as having statistically similar achievement scores to those students without disabilities in gifted education programs. Alternatively stated, students with disabilities should make up 10.8% of gifted programs, or about 1 in 9 students in gifted programs should be twice-exceptional. Students with disabilities who were male, non-White, low-income, and indicating more internalizing problem behaviors were more likely to not be identified for a gifted education program despite having similar achievement scores. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
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