Research & References

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Zone 2e's patent-pending innovations are based on foundational science and AI technology.

[1] National Center for Education Statistics (NCES). (2023). Fast Facts: Back-to-school statistics. Retrieved from <https://nces.ed.gov/fastfacts/display.asp?id=372>.

[2] Davidson Institute, "Twice Exceptional: Definition, Characteristics & Identification," May 31, 2021, <https://www.davidsongifted.org/gifted-blog/twice-exceptional-definition-characteristics-identification/>, last accessed: 27 Dec. 2023.

[3] National Center for Educational Statistics (NCES), "Students With Disabilities," 2022, <https://nces.ed.gov/programs/coe/pdf/2022/cgg_508.pdf>, last accessed: 27 Dec. 2023.

[4] International Dyslexia Association, "Gifted and Dyslexic: Identifying and Instructing the Twice Exceptional Student Fact Sheet," 2020, <https://dyslexiaida.org/gifted-and-dyslexic-identifying-and-instructing-the-twice-exceptional-student-fact-sheet/>, last accessed: 27 Dec. 2023.

[5] The Hechinger Report, "Twice exceptional, doubly disadvantaged? How schools struggle to serve gifted students with disabilities," by Rachel Blustain, May 6, 2019, <https://hechingerreport.org/twice-exceptional-doubly-disadvantaged-how-schools-struggle-to-serve-gifted-students-with-disabilities/> (last accessed 11/20/2023).

[6] Reis, S. M., Baum, S. M., & Burke, E. (2014). An Operational Definition of Twice-Exceptional Learners: Implications and Applications. Gifted Child Quarterly, 58(3), 217–230. <https://doi.org/10.1177/0016986214534976>.

[7] Baum, S. M., Cooper, C. R., & Neu, T. W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology In The Schools, 38(5), 477-490. <https://doi.org/10.1002/pits.1036>.

[8] Trail, B. A. (2022). Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. 2nd Edition. Routledge. New York. <https://www.routledge.com/Twice-Exceptional-Gifted-Children-Understanding-Teaching-and-Counseling/Trail/p/book/9781032198606#googlePreviewContainer>.

[9] Assouline, S. G., Foley Nicpon, M., & Whiteman, C. (2010). Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability. Gifted Child Quarterly, 54(2), 102–115. <https://doi.org/10.1177/0016986209355974>.

[10] Brody LE, Mills CJ. Gifted children with learning disabilities: a review of the issues. J Learn Disabil. 1997 May-Jun;30(3):282-96. doi: <https://10.1177/002221949703000304>. PMID: 9146095.