Advocating for Twice-Exceptional Students: An Ethical Obligation

In this article, the authors present a call to advocacy for an underserved population. Twice-exceptional students are an important sub-population that has historically been neglected. We examine the historical context of twice-exceptionality and evaluate the relevance of current ethical codes with r...

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Bibliographic Details
Published in:Research in the schools 2010-10, Vol.17 (2), p.1
Main Authors: Leggett, D. G, Shea, I, Wilson, J. A
Format: Article
Language:English
Subjects:
Academically Gifted
Access to Education
Advocacy
At Risk Students
Children & youth
Children with disabilities
Collaboration
Counseling
Counselor Educators
Counselor Role
Disability
Disproportionate Representation
Dyslexia
Education for All Handicapped Children Act
Educational Legislation
Ethics
Federal Legislation
Gifted
Gifted children
Gifted Disabled
Individuals with Disabilities Education Act
Learning
Learning Disabilities
Population
School Counselors
School Districts
Special Classes
Special education
Special Needs Students
Student Needs
Student Rights
Students
Students with Disabilities
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Summary:In this article, the authors present a call to advocacy for an underserved population. Twice-exceptional students are an important sub-population that has historically been neglected. We examine the historical context of twice-exceptionality and evaluate the relevance of current ethical codes with regard to these students. We also review some of the specific needs and challenges faced by these students as well as current efforts to meet those needs. The needs of these students and the ability of school counselors to work with students, teachers, and educational, professional, and legal systems to meet these needs imbue educators with an ethical obligation to help these students fulfill their potential. Recent calls to action are echoed and elaborated.
ISSN:1085-5300