Misdiagnosis and Missed Diagnosis of Twice-Exceptional Students: Examining Current Psychoeducational Assessment Practices

Abstract

Twice-exceptional (2e) is a term used to identify students who are identified with dual diagnoses of giftedness and some type of learning challenge which qualifies them for special education programs, such as attention deficits and learning disabilities. 2e students are often overlooked in schools. In the present study, 19 existing psychoeducational assessment reports were reviewed to determine current assessment practices, particularly as they pertain to gifted and 2e students, and examine whether these practices are accurate at identifying students’ needs or special education categories. I also explored whether current practices are in alignment with recommended best practices. This study was designed to serve as a pilot study for future research on factors related to the identification of 2e students.