Adversity and Pitfalls of Twice-Exceptional Urban Learners

Renae D. Mayes, James L. Moore

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


Current research provides unique insights into the experiences and context of twice-exceptional students in K-12 schools. However, within this literature, a critical gap exists concerning the voices of twice-exceptional African American students and their families. The current qualitative study examined the perceptions, attitudes, and experiences of eight African American artistically gifted students with disabilities and three parents in a large, urban school district in the Midwest. Three major themes emerged from qualitative interviews: (a) the significance of labels, (b) social and personal experiences of exceptionality, and (c) challenges and strategies in the school environment. To this end, findings indicate that students experience their special education identity much differently from their gifted identity.

Original languageEnglish (US)
Pages (from-to)167-189
Number of pages23
JournalJournal of Advanced Academics
Issue number3
StatePublished - Jan 1 2016
Externally publishedYes


  • African American
  • gifted education
  • special education
  • twice-exceptional
  • urban education

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Adversity and Pitfalls of Twice-Exceptional Urban Learners'. Together they form a unique fingerprint.

Cite this