Twice Exceptional, Thrice Ignored? Behavioral and Academic Support for GT Emergent Bilinguals With Disabilities

This case examines systemic inequities contributing to the behavioral challenges of Gifted and Talented (GT) bilingual students with special needs, often referred to as twice-exceptional (2e) students. It highlights the challenges in identification processes, which disproportionately exclude culturally and linguistically diverse students due to biased assessments. The unmet triple needs of 2e bilingual students—academic potential, disabilities, and linguistic support—often result in alienation and behavioral difficulties. Using the culturally responsive school leadership (CRSL) framework, the case explores equitable identification, tailored interventions, and teacher support strategies. It emphasizes inclusive learning environments where all students can thrive academically and socially.