This research study examined the parent perceptions of and relationships among intellectual potential, academic achievement, and the order of identification of exceptionality for twice-exceptional students. Twice-exceptional students exhibit both giftedness and a learning disability or difference. Consistently and equitably identifying and serving twice-exceptional students is a persistent problem of practice in the field of education (Artiles et al., 2010; Gentry et al., 2019; List & Dykeman, 2019; Moon & Reis, 2004; Webb et al., 2019). This study was supported by a community partner, a private educational testing and advocacy agency in a Western state.
This mixed methods study utilized a two-phase research design. The quantitative phase consisted of data analysis of assessment records of twice exceptional students. These data were collected by the community partner and de-identified and shared with the researcher. Quantitative data were analyzed with descriptive statistics and Welch t-tests. For the qualitative phase, participants were recruited through the community partner. Participants engaged in two hour-long interviews to share their perceptions of the experiences of their twice-exceptional child. Qualitative data were analyzed and presented in a narrative format to explore patterns and themes. Data were interpreted through the lens of identity formation, and the conceptual frames of intersectionality, stereotype threat, and self-concept.
","abstract_html":"<p>This research study examined the parent perceptions of and relationships among intellectual potential, academic achievement, and the order of identification of exceptionality for twice-exceptional students. Twice-exceptional students exhibit both giftedness and a learning disability or difference. Consistently and equitably identifying and serving twice-exceptional students is a persistent problem of practice in the field of education (Artiles et al., 2010; Gentry et al., 2019; List & Dykeman, 2019; Moon & Reis, 2004; Webb et al., 2019). This study was supported by a community partner, a private educational testing and advocacy agency in a Western state.</p> <p>This mixed methods study utilized a two-phase research design. The quantitative phase consisted of data analysis of assessment records of twice exceptional students. These data were collected by the community partner and de-identified and shared with the researcher. Quantitative data were analyzed with descriptive statistics and Welch t-tests. For the qualitative phase, participants were recruited through the community partner. Participants engaged in two hour-long interviews to share their perceptions of the experiences of their twice-exceptional child. Qualitative data were analyzed and presented in a narrative format to explore patterns and themes. Data were interpreted through the lens of identity formation, and the conceptual frames of intersectionality, stereotype threat, and self-concept.</p>","abstract_has_math":false,"creators":["Tobin, Robin Goldin"],"institution":null,"degree_name":"Ed.D.","degree_level":"Dissertation in Practice","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Norma L. Hafenstein","Rashida Banerjee","Stephen Chou","Paul Michalec"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:38Z","subjects":["Exceptionality","Identification","Identity","Intellectual potential","Parent perception","Twice-exceptional","Disability and Equity in Education","Education","Gifted Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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This mixed methods study utilized a two-phase research design. The quantitative phase consisted of data analysis of assessment records of twice exceptional students. These data were collected by the community partner and de-identified and shared with the researcher. Quantitative data were analyzed with descriptive statistics and Welch t-tests. For the qualitative phase, participants were recruited through the community partner. Participants engaged in two hour-long interviews to share their perceptions of the experiences of their twice-exceptional child. Qualitative data were analyzed and presented in a narrative format to explore patterns and themes. Data were interpreted through the lens of identity formation, and the conceptual frames of intersectionality, stereotype threat, and self-concept.
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This mixed methods study utilized a two-phase research design. The quantitative phase consisted of data analysis of assessment records of twice exceptional students. These data were collected by the community partner and de-identified and shared with the researcher. Quantitative data were analyzed with descriptive statistics and Welch t-tests. For the qualitative phase, participants were recruited through the community partner. Participants engaged in two hour-long interviews to share their perceptions of the experiences of their twice-exceptional child. Qualitative data were analyzed and presented in a narrative format to explore patterns and themes. Data were interpreted through the lens of identity formation, and the conceptual frames of intersectionality, stereotype threat, and self-concept.
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"],"dc:subject":["Exceptionality","Identification","Identity","Intellectual potential","Parent perception","Twice-exceptional","Disability and Equity in Education","Education","Gifted Education"],"dc:title":["Twice-Exceptional Identification and Identity Formation: A Mixed Methods Study"],"thesis:degree_level":["Dissertation in Practice"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T02:02:38Z"}