Presently, there is no definite consensus on the definition of giftedness; in fact, we found a variety of conceptions with different theoretical orientations (Sternberg & Davidson, 2005). The following analysis focuses on the debate surrounding gifted identification and education. The first school of thought that is described is the psychometric approach. Historically, giftedness was described as exceptional cognitive ability as related to physical age. As stated by the State Board of Education (SBOE), using the psychometric approach, a student may qualify as gifted on the foundation of mental ability and achievement evaluations only, regardless of how they may perform in creativity and motivation.
There are a variety of instruments used to measure general intelligence, but the Stanford-Binet Scales, Woodcock-Johnson, Weschsler Intelligence Scale-Adult or Child form (adult form: WAIS, child form: WISC) are examples of prominently used forms of intelligence assessment. Perhaps the most persuasive argument for psychometrics is the predictive usefulness of these evaluations. IQ
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The general definition of twice exceptional, or 2E, is individuals who simultaneously meet the definition and guidelines for giftedness, as well as the criteria for an individual need that makes learning difficult (Barber & Mueller, 2011; Baum, 1994; Brody, & Mills, 1997; Morrison, 2011; Neu, 2003). The bulk of twice-exceptional students are gifted and have a learning disability (LD), but twice exceptional can include any learning difference such as attention disorders, emotional disturbances, physical disabilities, or autism spectrum disorders (Neu, 2003). Although the general description of twice exceptional is agreed upon, there is more contention with how these individuals are identified (Lovett & Lewandowski, 2006; Lovett & Sparks, 2010; McCoach, Kehle, Bray & Siegle, 2001; Neu,