For a long time, twice-exceptional learners have been only marginally represented in gifted education. However, times are changing. The more we know about gifted education, the more we realise that it is time to address issues related to the education of this underrepresented group of students.

Optimising the education of twice-exceptional learners begins with seeing and understanding their educational needs. These needs may differ from what one expects of gifted learners and differ from what one expects from learners with specific learning disabilities. Traditionally, in education, one may want to respond by addressing the needs that are caused by the learning disability. However, in doing so, we create a deficit-based culture wherein twice-exceptional learners experience that what is defined as a deficit needs to be repaired and that their talent is either ignored or only used to compensate for the consequences of their learning disability.

In this webinar, we will focus on meaningful educational responses from a holistic point of view. We will explore the opportunities for identifying twice-exceptional learners, creating services for twice-exceptional learners from an inclusive perspective, responding to educational needs without the need for a label, and creating a stimulating educational environment as a positive response to gifts and talents.