IDENTIFYING AND ASSESSING
TWICE EXCEPTIONAL
CHILDREN
Screening and Referral
Teachers, parents, or other
professionals may observe
characteristics or behaviors in a child
that suggest the possibility of twice
exceptionality, such as uneven
academic performance, advanced
abilities in certain areas, or struggles
with specific tasks or subjects.
Screening tools or checklists may be
used to identify potential signs of
giftedness and disabilities in various
domains, such as cognitive abilities,
academic achievement, social-
emotional functioning, and behavior.
(Source: National Association for
Gifted Children - NAGC)
Specialized Assessments
Additional assessments may be
conducted to evaluate specific areas of
concern or strength, such as executive
functioning skills, social skills, sensory
processing, or creativity.
- Informal assessments, such as
portfolio reviews, performance-based
assessments, or dynamic assessment
techniques, may be used to assess the
child's abilities and potential in real-world
contexts. (Source: Davidson Institute)
Formal Assessment
A multidisciplinary team, which may include educators,
psychologists, speech-language pathologists, and other
specialists, conducts a formal assessment to gather
comprehensive information about the child's cognitive,
academic, social-emotional, and behavioral functioning.
Standardized tests, such as intelligence tests (e.g., IQ
tests) and academic achievement tests, may be
administered to assess the child's cognitive abilities,
academic strengths and weaknesses, and potential
learning disabilities. (Source: American Psychological
Association - APA)
Observations and Interviews
Observations of the child in
various settings, such as the
classroom, playground, or home
environment, provide valuable
insights into their behavior,
interactions, interests, and areas
of strength or challenge.
Interviews with the child,
parents, teachers, and other
relevant individuals allow the
assessment team to gather
information about the child's
experiences, strengths,
challenges, interests, and
developmental history. (Source:
2e Newsletter)
 IDENTIFYING AND ASSESSING
TWICE EXCEPTIONAL
CHILDREN
Data Analysis and
Interpretation
The assessment team analyzes and
interprets the collected data to
identify patterns, strengths,
weaknesses, and areas of
discrepancy or inconsistency that
may indicate twice exceptionality.
The team considers the child's
performance relative to their age
peers, as well as their potential for
growth and development with
appropriate support and
interventions. (Source: Hoagies'
Gifted Education Page)
Individualized Education
Planning
The assessment findings inform the
development of an individualized
education plan (IEP) or a 504 plan
that outlines appropriate educational
goals, accommodations,
modifications, and interventions to
support the child's unique needs and
facilitate their academic and social-
emotional growth. (Source:
Understood.org)
Diagnostic Decision-Making
Based on the assessment results and data analysis,
the assessment team makes diagnostic decisions
regarding the child's giftedness, disabilities, and
overall profile of strengths and needs.
The team considers the criteria and guidelines
established by relevant professional organizations,
such as the National Association for Gifted Children
(NAGC) and the American Psychological
Association (APA). (Source: Gifted Child Today)
It's important to note that the
process of identifying and
assessing twice exceptional
children should be holistic,
collaborative, and culturally
sensitive, taking into account
the individual strengths,
challenges, and experiences
of each child. Additionally,
assessments should be
ongoing and flexible,
allowing for adjustments
based on the child's evolving
needs and progress over
time.