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The US National Commission on Twice-Exceptional Students met for the first time in 2009.[1] The Commission concluded four years later with a new definition of twice-exceptional (2e) and an inventory of suggestions for moving forward.[2]
The National Commission on Twice-Exceptional Students had researchers and professionals from various organizations such as the National Research Center on the Gifted and Talented, the Association for the Education of Gifted Underachieving Students, Bridges Academy, and the Belin-Blank Center for Gifted Education and Talent Development at the University of Iowa meet with representatives from the University of Connecticut, Sacred Heart University and the University of New Mexico, clinical psychologists, educational therapists, presidents of state gifted associations, and graduate students who attended most or all of the meetings.[3]
References
edit- ^ Baum, Susan M.; Schader, Robin M.; Owen, Steven V.. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, ASD, and More (p. 13). Taylor and Francis. Kindle Edition.
- ^ Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-Exceptional Learners: The Journey Toward a Shared Vision. Gifted Child Today, 38(4), 206-214. https://doi.org/10.1177/1076217515597277
- ^ Reis, S. M., Baum, S. M., & Burke, E. (2014). An Operational Definition of Twice-Exceptional Learners: Implications and Applications. Gifted Child Quarterly, 58(3), 217-230. https://doi.org/10.1177/0016986214534976