Supporting Thrice Exceptional Gifted Students

Many educators are familiar with twice exceptional (2e) students who are identified as exceptionally bright with disabilities such as dyscalculia, ADHD, dysgraphia, or another learning or behavioral challenge and require specialized attention in school. A common challenge facing educators is making sure culturally different gifted students who also have learning challenges receive appropriate and equitable services to meet their varying needs whether academic, social/emotional, affective, psychological, or otherwise (Davis et al., 2020; Davis and Robinson, 2018; Trotman Scott, 2012). The dichotomy of 2e students' abilities makes it challenging for the average classroom teacher to provide an effective and appropriate education.