ERIC Number: ED434472
Record Type: Non-Journal
Publication Date: 1999
Practices in Identification of Twice-Exceptional Students in the State of Mississippi.
Perkerson, Denise S.
This report discusses the outcomes of a project that investigated which districts in Mississippi identify gifted students with disabilities and the aspects of the referral to placement process for gifted education that made identification of twice-exceptional students possible. While it was initially thought that Mississippi's referral to placement process required for gifted education services might be a barrier to identification of students with disabilities, the opposite was found to be true. Results of the project indicate that Mississippi's polices pertaining to gifted education are not restrictive. Each district that identified students who were twice-exceptional did so according to state department guidelines. State regulations for gifted education programs outline minimal criteria for eligibility, however, local districts have the authority to make many decisions concerning the referral to placement process for students within their schools. Furthermore, identification of the disadvantaged student is provided for in several areas throughout the regulations. Lack of knowledge, from the state department level downward, appeared to the principle reason that students who are twice-exceptional are under-identified in the state of Mississippi. Teacher training on the characteristics of students who are twice-exceptional is recommended. (Contains 32 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi