Supporting Twice-Exceptional Students in Higher Education

Rezensionen / Stimmen

In this thoughtful book, our colleagues have added to the research about the dilemmas facing this diverse group of students focusing on best practices to identify and to challenge and engage these twice exceptional students. The book adds to the paucity of research that examines perceptions of the transition experience by students themselves, as well as their teachers and parents. Their thoughtful, insightful work summarizes some of the challenges of preparing twice exceptional students to succeed in college and suggests how transition services and support can be offered and improved for this group of students. It is a thoughtful guide for the future and a must read for educators of twice exceptional students.

Sally M. Reis, PhD, University of Connecticut, USA

This book is a call to action for universities to reimagine inclusion as a foundation for excellence through recognition, understanding, and talent development for twice-exceptional individuals. The authors offer a rich, interdisciplinary perspective that blends theory, research, and practice in ways that are accessible and actionable. Drawing on international scholarship and lived experience, the book provides a roadmap for higher education to create learning environments where twice-exceptional students are supported and encouraged to achieve their potential. What sets this book apart is its resolute focus on strengths-based, culturally responsive practices that respect the full complexity of twice-exceptional learners.

Dr. Michelle Ronksley-Pavia, Griffith University, Australia

Through addressing the educational needs of twice-exceptional students, this book focuses on theoretical considerations and examines practical aspects of working with these students in higher education settings. It discusses various challenges academic teachers face in meeting the needs of these students and offers practical solutions to address them that can be implemented in higher education. The authors examine the challenges faced by twice-exceptional students and provide insights and strategies for how academic teachers can help them to thrive in their academic careers and beyond.

Garry Hornby, PhD, University of Plymouth, UK

As more students with disabilities pursue higher education, educators face an increasing need for comprehensive, practical resources to support them. Supporting Twice-Exceptional Students in Higher Education: Connecting Theory and Practice for the Creation of Inclusive Learning Environments is such a resource. The authors skillfully highlight the importance of recognizing and leveraging students' strengths while equipping them with strategies to navigate academic, social, and emotional challenges. They address critical topics such as mental health, social support systems, and the unique experiences of migrant students. It concludes with evidence-based practices for fostering academic success, emotional well-being, and self-advocacy-empowering twice-exceptional students as they transition into adulthood.

Megan Foley Nicpon, PhD, University of Iowa, Belin-Blank Center, USA