“Take Me to the Bridge”: Transitional Support for Minoritized Twice-Exceptional Learners

• Published in: Teaching exceptional children Vol. 57; no. 6; pp. 448 - 457
• Main Authors: Hunter, William, Rath, Suman, Barnes, Keishana, Hilliard, LaSheba, White, Caarne L., McGiffert-Sandoval, Dominic
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2025; SAGE PUBLICATIONS, INC
• Subjects: Educational objectives; Exceptional children; Minority students; Multicultural education; Special education; Transitions
• ISSN: 0040-0599; 2163-5684
• DOI: 10.1177/00400599241239332

Although it is essential for special education teachers who serve these minority twice-exceptional students to focus on the current academic needs within their IEPs, it is also imperative that they operate in the full role of a case manager to ensure that postsecondary transition considerations are in place. Implementing culturally responsive practices within the transition and posttransition plans is paramount to ensuring positive outcomes and success for 2e students. To maximize positive outcomes for 2e students in the transition process, special education teachers and case managers must seek productive and meaningful collaborative partnerships with professionals who have expertise and passion for serving students from diverse cultural, ethnic, and linguistic backgrounds. The strategies discussed within this article will not only take minoritized 2e students to the bridge but will also be a means to help them cross over it for a successful postsecondary experience.