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Supporting Twice Exceptional (2E) Students Through Transition Programming: Preparing for Life After High School

Supporting Twice Exceptional (2E) Students Through Transition Programming: Preparing for Life After High School

Krystle E. Merry, Stefanie L. McKoy
Copyright: © 2023 |Pages: 24
ISBN13: 9781668466773|ISBN10: 1668466775|EISBN13: 9781668466780
DOI: 10.4018/978-1-6684-6677-3.ch015
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MLA

Merry, Krystle E., and Stefanie L. McKoy. "Supporting Twice Exceptional (2E) Students Through Transition Programming: Preparing for Life After High School." Strategies and Considerations for Educating the Academically Gifted, edited by Tia Neal, IGI Global, 2023, pp. 278-301. https://doi.org/10.4018/978-1-6684-6677-3.ch015

APA

Merry, K. E. & McKoy, S. L. (2023). Supporting Twice Exceptional (2E) Students Through Transition Programming: Preparing for Life After High School. In T. Neal (Ed.), Strategies and Considerations for Educating the Academically Gifted (pp. 278-301). IGI Global. https://doi.org/10.4018/978-1-6684-6677-3.ch015

Chicago

Merry, Krystle E., and Stefanie L. McKoy. "Supporting Twice Exceptional (2E) Students Through Transition Programming: Preparing for Life After High School." In Strategies and Considerations for Educating the Academically Gifted, edited by Tia Neal, 278-301. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6677-3.ch015

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Abstract

Twice exceptional (2E) students are those with two different exceptionalities: an extraordinary gift or talent and a disability. The Individuals with Disabilities Education Act (IDEA, 2004) requires individualized transition planning for students with disabilities – including 2E students who qualify for special education services. To prepare for post-secondary education, employment, and independent living skills, this chapter introduces transition services based on the Taxonomy for Transition Programming 2.0 (Kohler et al., 2016) model and assists educators in implementing transition services for twice-exceptional students with disabilities. This chapter also includes recommendations on how to a) coordinate across internal and external resources and services, b) include families and students in the transition process, and c) create a talent development plan within or in addition to an IEP.

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