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Twice-exceptional students, who have giftedness combined with special educational needs, are often overlooked, which hinders the provision of appropriate support in the educational process. This paper analyses the attitudes and competences of professionals working with this group of students, as well as the ways knowledge is acquired in this field. The research results show that most professionals recognize the importance of identifying twice-exceptionality, yet only a few systematically incorporate appropriate pedagogical approaches into practice. Knowledge in this area is mostly gained through informal sources and experience sharing, since formal professional training is limited. The need for developing specialized training programs is emphasized to improve the identification and effective support of this specific group of students.

Students with intellectual and developmental disabilities (IDD), such as autism spectrum disorder and Down syndrome, have more opportunities to go to college than ever before (Hart, Grigal, & Weir, 2010). Over the last decade, the issue of increasing access to college for students with IDD has gained much national attention, in part due to federal funding through the Higher Education Opportunity Act (2008). According to Think College--a national organization dedicated to expanding and improving opportunities for inclusive higher education for students with IDD--more than 240 inclusive college programs for students with ID exist across the United States (see Figure 1; Think College, 2017). This number represents an exponential increase in programs-nearly 10 times greater than the number of programs available in 2004 (National Coordinating Center Accreditation Workgroup, 2016). Despite the significant growth of inclusive college programs in recent years (Hart et al., 2010), families of transition-age students with IDD report needing more information and support from teachers to facilitate planning for postsecondary education (Griffin, McMillan, & Hodapp, 2010). The purpose of this article is to provide teachers with tips to support their students with IDD who want to go to college.

Findings are presented from a large two-phase research study exploring (a) the identification and (b) programming for mathematically gifted students with learning difficulties (MG/LDs) in Jordan. The second phase of the research, which is the focus of the current article, investigates the effects of two programs of instructional practices on the achievement of two groups of MG/LDs. Thirty students were diagnosed as MG/LD students from three public primary schools in Amman, Jordan, and were divided equally into two different treatment groups. The first group received only regular mathematics teaching, whereas the second group received a program of teaching that combined both multisensory and enrichment approaches. The two programs were evaluated formatively as well as summatively. Although both treatment groups showed gradual progress with regard to their classroom participation, the mean participation of the multisensory group in the last observed lesson was 1.70 times the mean of the traditional group.

El presente estudio explora la construcción de autoimagen y el tipo de experiencias ocurridas con compañeros y profesores en la condición de doble excepcionalidad. Se analizan cuatro casos de estudiantes de 8 a 15 años que presentaban trastorno de déficit de la atención (TDAH) con alta capacidad y trastorno del espectro autista (TEA). Los resultados indican que los estudiantes presentaban una noción de la discrepancia de su condición a pesar de desconocerla; estaban motivados al aprendizaje, pero se aburrían con tareas poco desafiantes o repetitivas; presentaban buena relación con profesores y compañeros, sin embargo, para el grupo de estudiantes con alta capacidad y TEA existía una connotación negativa. Se discuten implicancias para la investigación y práctica educativa.