B4C: Thrice-Exceptional Learners: Where Giftedness, Disability, and Marginalized Identity Intersect

Thrice-exceptional (3e) individuals are twice-exceptional (2e) learners who are gifted, have a disability such as autism, and hold one or more marginalized identities. Due to limited research, 3e individuals may be misunderstood, under-identified, misidentified, or overlooked in educational and clinical settings. This presentation examines thrice-exceptionality through an intersectional lens, highlighting how race, culture, disability, giftedness, and identity influence lived experiences, identification, access to services, and support needs. Culturally responsive strategies for assessment, collaboration, intervention, support, and advocacy across school, clinical, family, and community contexts will be discussed to promote equitable identification and care.

Learning Outcomes:

Identify key characteristics and indicators of potential thrice-exceptionality through an intersectional lens across educational, clinical, and community-based settings.

Analyze how giftedness, disability, autism, and marginalized identities may shape the identification, assessment, support, and service access of thrice-exceptional students.

Apply culturally responsive strategies to support thrice-exceptional students and families across school-based, clinical, and community contexts.

Speakers