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Perspectives on Early Childhood Psychology and Education

Submission Type

Article

Abstract

Twice-exceptional (2e) refers to children who are gifted or talented in one or more areas and also have a disability or learning difference. Despite the increasing awareness of 2e learners in recent years, many still lack recognition and support, particularly those from marginalized communities. Black girls are among the groups that are least likely to receive accurate identification and appropriate services for their 2e needs. This case study aims to shed light on the experiences of a 2E Black girl in early childhood and offer recommendations for school counselors to better support them.

Impact Statement

Twice exceptional Black girls in early childhood face unique challenges and barriers that can significantly impact their academic, social, and emotional development.

These children are often not identified as gifted due to the negative stereotypes and biases associated with race and gender, and may also be overlooked or misunderstood due to their disabilities or learning differences. As a result, they may struggle to access the appropriate resources and accommodations that they need to succeed, and may experience social isolation, low self-esteem, and frustration.

It is crucial that educators and educational systems prioritize the identification, assessment, and support of twice exceptional Black girls in early childhood. School counselors are uniquely positioned to assist these students in various ways, including but not limited to increasing cultural awareness and competence among educators, providing comprehensive and culturally responsive assessments that recognize and celebrate the unique strengths and challenges of these students, and implementing inclusive and equitable policies and practices that support the academic, social, and emotional growth of all students.

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