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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 0000-0001-5287-2351)
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
FullText Text:
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  Data: Exploring the Experiences of Twice-Exceptional Youth with Section 504 Plans in School
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  Data: <searchLink fieldCode="AR" term="%22RaeAnne+Lindsay%22">RaeAnne Lindsay</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+B%2E+Rossi%22">Elizabeth B. Rossi</searchLink><br /><searchLink fieldCode="AR" term="%22Bridget+C%2E+Smith%22">Bridget C. Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Nehal+Abaza%22">Nehal Abaza</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+Renzulli%22">Sara Renzulli</searchLink><br /><searchLink fieldCode="AR" term="%22Meghan+M%2E+Burke%22">Meghan M. Burke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5287-2351">0000-0001-5287-2351</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Quarterly%22"><i>Gifted Child Quarterly</i></searchLink>. 2026 70(2):139-151.
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  Data: 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
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  Data: N
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  Data: 13
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  Data: 2026
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  Data: National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL)
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  Data: 90DPGE0101
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Twice+Exceptional%22">Twice Exceptional</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Role%22">Family Role</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Eligibility%22">Eligibility</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink><br /><searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink><br /><searchLink fieldCode="DE" term="%22Missouri%22">Missouri</searchLink><br /><searchLink fieldCode="DE" term="%22Montana%22">Montana</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink><br /><searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
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  Label: Laws, Policies and Program Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Rehabilitation+Act+1973+%28Section+504%29%22">Rehabilitation Act 1973 (Section 504)</searchLink>
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  Data: 10.1177/00169862251378118
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  Data: 0016-9862<br />1934-9041
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1499892
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499892
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      – Type: doi
        Value: 10.1177/00169862251378118
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 139
    Subjects:
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Twice Exceptional
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      – SubjectFull: Academically Gifted
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Family Role
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      – SubjectFull: Advocacy
        Type: general
      – SubjectFull: Experience
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      – SubjectFull: Social Networks
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Role
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Louisiana
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      – SubjectFull: Missouri
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      – SubjectFull: Rehabilitation Act 1973 (Section 504)
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      – TitleFull: Exploring the Experiences of Twice-Exceptional Youth with Section 504 Plans in School
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