Exploring the Experiences of Twice-Exceptional Youth with Section 504 Plans in School
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| Title: | Exploring the Experiences of Twice-Exceptional Youth with Section 504 Plans in School |
|---|---|
| Language: | English |
| Authors: | RaeAnne Lindsay, Elizabeth B. Rossi, Bridget C. Smith, Nehal Abaza, Sara Renzulli, Meghan M. Burke (ORCID |
| Source: | Gifted Child Quarterly. 2026 70(2):139-151. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL) |
| Contract Number: | 90DPGE0101 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Federal Legislation, Twice Exceptional, Academically Gifted, Students with Disabilities, Student Needs, Academic Accommodations (Disabilities), Family Role, Advocacy, Experience, Social Networks, Barriers, Teacher Role, Administrator Role, Student Characteristics, Eligibility, Family Characteristics |
| Geographic Terms: | California, Colorado, Florida, Georgia, Illinois, Louisiana, Missouri, Montana, North Carolina, Ohio, Pennsylvania, Tennessee, Texas, Washington |
| Laws, Policies and Program Identifiers: | Rehabilitation Act 1973 (Section 504) |
| DOI: | 10.1177/00169862251378118 |
| ISSN: | 0016-9862 1934-9041 |
| Abstract: | Some students are twice-exceptional (i.e., they are gifted and have a disability). Such students are likely to qualify for educational support through Section 504 of the Rehabilitation Act of 1973. However, little is known about their families' experiences in accessing supports; it is possible that their disabilities overshadow their giftedness. The purpose of this study was to explore the experiences of families of twice-exceptional students with Section 504 plans. Altogether, 20 families of twice-exceptional students participated in individual interviews. Participants reported that individual, family, and system characteristics impacted their experiences with accessing accommodations under the auspice of Section 504. The student's giftedness and ability to mask often precluded access to needed accommodations. A family's use of strategist and/or formal advocacy, professional and/or lived experience with disability, and social networks facilitated access to needed accommodations. Participants frequently reported that educators and administrators prevented access to needed accommodations. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499892 |
| Database: | ERIC |
| Abstract: | Some students are twice-exceptional (i.e., they are gifted and have a disability). Such students are likely to qualify for educational support through Section 504 of the Rehabilitation Act of 1973. However, little is known about their families' experiences in accessing supports; it is possible that their disabilities overshadow their giftedness. The purpose of this study was to explore the experiences of families of twice-exceptional students with Section 504 plans. Altogether, 20 families of twice-exceptional students participated in individual interviews. Participants reported that individual, family, and system characteristics impacted their experiences with accessing accommodations under the auspice of Section 504. The student's giftedness and ability to mask often precluded access to needed accommodations. A family's use of strategist and/or formal advocacy, professional and/or lived experience with disability, and social networks facilitated access to needed accommodations. Participants frequently reported that educators and administrators prevented access to needed accommodations. Implications for research and practice are discussed. |
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| ISSN: | 0016-9862 1934-9041 |
| DOI: | 10.1177/00169862251378118 |
