Critical Issues in Servicing Twice Exceptional Students: Socially, Emotionally, and Culturally Framing Learning Exceptionalities

這本書探討了與適當地為具有其他學習特殊需求的資優學生提供服務相關的關鍵問題，也被稱為雙重特殊（2e）學生。它運用社會、情感和文化的觀點，超越了特殊教育和資優教育領域內的歷史性認知討論，並借鑒了多種解釋的觀點，包括來自多個國家、不同學術學科和背景的領先作者、專家和專業人士。這個系列提供了理論/方法論和實證章節之間的平衡，以提供一個關於如何實施和執行最能滿足多樣化學生的教育和個別化需求的討論。這項工作展示了了解和關注2e學生的社會、情感和文化層面的重要性，同時促進適當的認知技能發展，以實現整體兒童福祉。

Fernanda Hellen Ribeiro Piske is founder and President of Institute C&S - Creativity & Giftedness for gifted students and 2e students, in Curitiba, Parana, Brazil.This institute aims to help regarding the identification and specialized service for gifted students and 2e students from pedagogical, psychological, neuropsychological and legal advice and guidance.

Dr. Piske, Ed.D. is a globally respected expert in Giftedness, Inclusive and Special Education. Her doctoral degree is in Cognition, Learning and Human Development from Federal University of Parana. She completed postgraduate studies in Special Education and Inclusive Education from the International University Centre - Uninter. As a researcher and well-established author in the field, Dr. Piske has 1st authored and/or edited many gifted and talent development books on topics including, but not limited to: Twice Exceptionality, Autism, Creativity, Social-Emotional Development, Affectivity, Bullying, Teacher Training, Complexity Theory and Human Rights, published in the United States, Portugal, Germany and Brazil.

As a visionary leader in the field, her published work is uniquely positioned as she effectively coordinates the collaborative research and writing efforts of experts from around the world from several countries. Dr. Piske has been giving lectures on Gifted Education and Twice Exceptionality at congresses and events. Dr. Piske has been currently working as a reputed educator in Giftedness at the Inclusion and Specialized Educational Service Department (DIAEE) of the Education Secretariat (SME) of Curitiba, Paraná, Brazil. In this position, she has taught courses and trained teachers in the area of Giftedness and twice exceptionality.Kristina Henry Collins, Ph.D., Ed.S. (UGA) is an Associate Professor of Talent Development at Texas State University and former Program Coordinator for a HS school-within-a-school gifted program. Boasting a 30-year career across K-20 in educational leadership, Dr. Collins' scholarly pursuits include over 200 professionally conducted workshops, talks, and consults; over 100 manuscripts, curriculum models, and grants at various stages including 4 co-edited GT books on autism, 2e, bullying and underachievement; and recognition with over 35 educational honors/awards. Most recently, she was recognized with NAGC's 2021 Early Leader Award and the Bridges 2021 "Person to Watch" for leadership and pioneering research related to thrice exceptional (3e) students and other special populations. Dr. Collins is the Immediate Past President for SENG (Supporting Emotional Needs of the Gifted), the Associate Director for LBJ Institute for STEM Education and Research, and serve on several other gifted and talented education boards/committees. She is the mother of two gifted-identified sons, one of which is 3e. Karen B. Arnstein is an assistant professor in Educational Psychology at the University of Houston-Downtown. She has worked with K-12 students for over a decade and holds a California K-8 multiple subject credential and gifted endorsement. Her research examined how parents, teachers, psychologists, and the educational environment impact the developmental transitions of preadolescent twice-exceptional (2e) students. Dr. Arnstein has presented across the United States and internationally on topics such as the nature and needs of twice-exceptional students, the masking effect, overexcitabilities, the parental experience of grieving, communication supports, and effective differentiation for twice-exceptional learners. Dr. Arnstein currently serves as Secretary and Research Committee co-chair for Supporting the Emotional Needs of the Gifted (SENG) in addition to serving as a Founding IRB Committee Member for Bridges Graduate School of Cognitive Diversity in Education.

Fernanda Hellen Ribeiro Piske是巴西巴拉那州庫里蒂巴市創立並擔任創造力與天賦學院（Institute C&S - Creativity & Giftedness）的創辦人和主席。該學院旨在提供專門服務於天賦學生和2e學生（同時具有天賦和特殊需求）的識別和專業服務，包括教育、心理學、神經心理學和法律諮詢和指導。

Piske博士是全球尊重的天賦、包容和特殊教育專家。她的博士學位是巴拉那聯邦大學的認知、學習和人類發展。她在國際大學中心（Uninter）完成了特殊教育和包容教育的研究生學習。作為該領域的研究者和知名作者，Piske博士在天賦和才華發展方面撰寫和/或編輯了許多書籍，主題包括但不限於：雙重特殊性、自閉症、創造力、社交情緒發展、情感、欺凌、教師培訓、複雜性理論和人權，這些書籍在美國、葡萄牙、德國和巴西出版。

作為該領域的有遠見的領導者，她的出版作品獨特地使她能夠有效地協調來自世界各地多個國家的專家的合作研究和撰寫工作。Piske博士一直在各種會議和活動上就天賦教育和雙重特殊性發表演講。目前，Piske博士在巴西巴拉那州庫里蒂巴市教育秘書處（SME）的包容和專業教育服務部（DIAEE）擔任聲譽卓著的天賦教育教育工作者。在這個職位上，她教授課程並培訓教師在天賦和雙重特殊性領域。

Kristina Henry Collins博士是德克薩斯州立大學的天賦發展副教授，曾擔任高中內的天賦課程協調員。在教育領域擁有30年的職業生涯，Collins博士的學術追求包括超過200場專業工作坊、講座和諮詢；超過100篇論文、課程模型和資助項目，包括4本關於自閉症、雙重特殊性、欺凌和學習不良的天賦書籍的共同編輯；並獲得超過35個教育榮譽/獎項的認可。最近，她因對三重特殊（3e）學生和其他特殊人群的領導和開創性研究而獲得NAGC 2021年早期領導者獎和Bridges 2021年“值得關注的人”獎。Collins博士是支持天賦學生情感需求（SENG）的前任主席，也是LBJ STEM教育和研究所的副主任，並在其他天賦和才華教育委員會/委員會中擔任職位。

Karen B. Arnstein是休斯頓市立大學教育心理學的助理教授。她在K-12學生中工作超過十年，擁有加利福尼亞州K-8多科目證書和天賦認可。她的研究探討了父母、教師、心理學家和教育環境對青春期前的雙重特殊性（2e）學生的發展過渡的影響。Arnstein博士在美國和國際上就雙重特殊性學生的性質和需求、掩飾效應、過度興奮、父母的悲傷經歷、溝通支持和有效差異化等主題發表演講。Arnstein博士目前擔任支持天賦學生情感需求（SENG）的秘書和研究委員會聯席主席，並擔任Bridges認知多樣性教育研究生院創始人IRB委員會成員。