Special Interest Group: Supporting Multi-exceptional Learners


Free online resource for medical and allied practitioners. Click on the image below to open.

Printed copies of this resource can be ordered, at a cost of $10 per booklet for members, plus postage and packaging, and $15 per booklet for non-members, plus postage and packaging.


Supporting Resources

Amend, E., Schuler, P., Beaver-Gavin, K., & Beights, R. (2009). A Unique Challenge: Sorting out the differences between giftedness and Asperger’s Disorder. Gifted Child Today, 32(4), 57-63. 

Barber, C., & Mueller, C. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review, 33, 109-120.

Baum, S., Olenchak, R. (2010). The Alphabet Children: GT, ADHD, and more. Exceptionality, 10(2), 77-91. 

Dare, L., & Nowiki, E. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37(4), 208-218.

Dunn, W. (2009). Invited commentary on “sensory sensitivities of gifted children. The American Journal of Occupational Therapy, 63(3), 296-300.

Edwards, K. (2009). Misdiagnosis, the Recent Trend in Thinking about Gifted Children with ADHD. Apex, 15(4), 29-44.

Eide, B. & Eide, F. (2004). Brains on Fire: The Multimodality of Gifted Thinkers. New Horizons for Learning.

Gere, D., Capps, S., Mitchell, D., & Grubbs, E. (2009). Sensory sensitivities of gifted children. The American Journal of Occupational Therapy, 63(3), 288-295.

Helmbold, N., Troche, S., & Rammsayer, T. (2006). Temporal information processing and pitch discrimination as predictors of general intelligence. Canadian Journal of Experimental Psychology, 60(4), 294-306.

Keppel, K. (2016). Application of the Alert Programme to Facilitate Sensory Regulation in Gifted Paediatric Clients. Unpublished manuscript.

Keppel, K. (n.d.). Gifted – The Wiring Manual. 

Li, S., Jordanova, M., & Lindenberger, U. (1998). From good senses to good sense: A link between tactile information processing and intelligence. Intelligence, 26(2), 99-122.

Lind, S. (2000). Before Referring a Gifted Child for ADD/ADHD Evaluation. The Communicator, 31(4), 20-21.

Ministry of Education. (2008). Nurturing Gifted and Talented Children: A parent-teacher partnership.

Ministry of Education. (n.d.) Te Kete Ipurangi: Definitions.

New Zealand Association for Gifted Children. (2017). What is Giftedness? 

Ng, S., Hill, M., & Rawlinson, C. (2016). Hidden in plain sight: The experiences of three twice-exceptional students during their transfer to high school. Gifted Child Quarterly, 60(4), 296-311.

Ng, S., Hill, M., & Rawlinson, C. (2017). Twice-exceptional learners in New Zealand schools: Teacher perspectives. set 2017: no.3, 3-8.

Supporting Emotional Needs of the Gifted (SENG). (2013). Before Referring a Gifted Child for ADD/ADHD Evaluation.

Supporting Emotional Needs of the Gifted (SENG). (n.d.) Decreasing Medical Misdiagnosis in Gifted Children.

Townend, G., & Pendergast, D. (2015). Student voice: What can we learn from twice-exceptional students about the teacher’s role in enhancing or inhibiting academic self- concept. The Australasian Journal of Gifted Education, 24 (1), 37-51.

Vaivre-Douret, L. (2011). Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children. International Journal of Pediatrics, 1-14.

Webb, J., Amend, E., Beljan, P., Webb, N., Kuzujanakis, M., Olenchak, R., & Goerss, J. (2016). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults (2nd edition). Great Potential Press.

Wormald, C., Vialle, W., & Rogers, K. (2014). Young and misunderstood in the education system: A case study of giftedness and specific learning disabilities. The Australasian Journal of Gifted Education, 23 (2), 16-28.