“Take Me to the Bridge”: Transitional Support for Minoritized Twice-Exceptional Learners
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...
Saved in:
| Published in | Teaching exceptional children Vol. 57; no. 6; pp. 448 - 457 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.07.2025
SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0040-0599 2163-5684 |
| DOI | 10.1177/00400599241239332 |
Cover
| Abstract | 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. |
|---|---|
| AbstractList | 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. |
| Author | McGiffert-Sandoval, Dominic Hunter, William Barnes, Keishana White, Caarne L. Rath, Suman Hilliard, LaSheba |
| Author_xml | – sequence: 1 givenname: William surname: Hunter fullname: Hunter, William organization: University of Memphis – sequence: 2 givenname: Suman surname: Rath fullname: Rath, Suman organization: University of Memphis – sequence: 3 givenname: Keishana orcidid: 0000-0002-3200-9611 surname: Barnes fullname: Barnes, Keishana email: keishana.barnes@gmail.com organization: University of Memphis – sequence: 4 givenname: LaSheba surname: Hilliard fullname: Hilliard, LaSheba organization: University of Memphis – sequence: 5 givenname: Caarne L. surname: White fullname: White, Caarne L. organization: Walnut Creek Elementary School – sequence: 6 givenname: Dominic surname: McGiffert-Sandoval fullname: McGiffert-Sandoval, Dominic organization: Lake Elsinore Unified School District |
| BookMark | eNp1kEtOwzAURS1UJEphAcwsMU7xL7bDDKrykVoxIMyQIsd5KSklDnYqPqMuBDbXlZCqlRggRm9wz7l6uoeoV7saEDqhZEipUmeECELiJGGCMp5wzvZQn1HJo1hq0UP9TR5tgAN0GMKcECIFTfrocb36Ss0z4Cng1uH2CfClr4oZrFff5zj1pg5VW7naLPD9smmcb3HpPJ5WtfNd8AkFTt8qC9H43UKzIydgfA0-HKH90iwCHO_uAD1cjdPRTTS5u74dXUwiy6RoI6qMYgUVRSml0aUwuWK0AMlBgs2VinVBciZiSbXVpiDcgra51lwAUFlSPkCn297Gu9clhDabu6XvPgkZZ0KJmMluigGiW8p6F4KHMmt89WL8R0ZJthkx-zNi5wy3TjAz-G39X_gBnPZ04w |
| Cites_doi | 10.1177/08857288050280010301 10.1353/csd.2006.0068 10.1177/10534512030380030101 10.1093/oso/9780190645472.001.0001 10.4219/jeg-2003-305 10.2139/ssrn.3385372 10.1177/02614294221117096 10.17763/haer.84.1.p2rj131485484751 10.1177/0022466910392377 10.4324/9781003236788 10.1177/001440290607200303 10.1177/2156759X20940636 10.1177/1076217516628570 10.1177/2165143417716885 10.1177/0016986213501076 10.1177/0042085919842628 10.1002/j.1556-6676.2015.00195.x 10.1891/RE-21-16 10.1177/0261429417754204 10.1080/00228958.2022.2132326 10.1177/2165143419864551 10.1177/0016986210382575 10.1177/002246699803200102 10.3233/JVR-180935 10.1177/00400599211073073 10.1177/0016986213490021 10.1080/01933922.2019.1669752 10.1177/0040059915587679 10.1177/0016986216656257 10.1177/00169862211037705 10.1177/2165143420958607 10.1177/10762175221110943 10.1080/0937445930040105 10.3109/09638288.2012.660603 10.4324/9781003239253 10.1177/2158244018785412 10.1177/1049731514524836 10.1177/0741932511431831 10.58729/2167-3454.1041 |
| ContentType | Journal Article |
| Copyright | 2024 The Author(s) Copyright SAGE PUBLICATIONS, INC. 2025 |
| Copyright_xml | – notice: 2024 The Author(s) – notice: Copyright SAGE PUBLICATIONS, INC. 2025 |
| DBID | AAYXX CITATION 4T- AHOVV |
| DOI | 10.1177/00400599241239332 |
| DatabaseName | CrossRef Docstoc Education Research Index |
| DatabaseTitle | CrossRef Docstoc |
| DatabaseTitleList | Docstoc |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 2163-5684 |
| EndPage | 457 |
| ExternalDocumentID | 10_1177_00400599241239332 10.1177_00400599241239332 |
| GroupedDBID | -DZ -TM -W8 -~X .GO 0-V 0R~ 186 1VT 29Q 2FS 2KS 41~ 53G 54M 85S 8A4 8R4 8R5 AACKU AADCB AADIR AADUE AAEJI AAGGD AAGLT AAHSB AAIKC AAJPV AAKTJ AAMFR AAMNW AANSI AAPEO AAPII AAQXI AARIX AATAA AAUTI AAWLO AAYJJ ABAWP ABCCA ABCJG ABDBF ABDPE ABEIX ABFXH ABIDT ABJNI ABKRH ABOPQ ABPNF ABPPZ ABQKF ABQPY ABQXT ABRHV ABUJY ABUWG ABYTW ACAEP ACCVC ACDXX ACFUR ACFZE ACGFO ACGFS ACIHN ACLZU ACNCT ACOFE ACOXC ACPVT ACREJ ACROE ACSIQ ACTDY ACUFS ACUHS ACUIR ACZOB ADABO ADEBD ADEIA ADMHG ADNON ADPEE ADQSQ ADRRZ ADTOS ADUKH ADUKL AEAQA AEDXQ AESMA AESZF AEUHG AEVPJ AEWDL AEWHI AEXNY AFEET AFFNX AFKBI AFKRA AFKRG AFMOU AFQAA AFUIA AFZVT AGDVU AGHSJ AGKLV AGNAY AGNHF AGNWV AGWVZ AHDMH AHWHD AIDAL AIKWM AJGYC AJHME AJUXI AJUZI AJVBE ALEEW ALJHS ALMA_UNASSIGNED_HOLDINGS ALSLI AMNSR ANDLU ARALO ARTOV ARYUH ATKJL AUTPY AYPQM AZFZN AZQEC B0M BCR BCU BDZRT BEAJS BEC BENPR BLC BMVBW BPACV BPHCQ CBRKF CCGJY CCPQU CJ0 CJNVE DOPDO DV7 DV8 DWQXO E3Z EAD EAP EAS EBS ECVKH EDJ EJD EMK EPL ESX FHBDP GNUQQ GROUPED_SAGE_PREMIER_JOURNAL_COLLECTION H13 HVGLF HYQOX J8X JR7 LPU M0P NHB O9- O9A OHT OMK PEA PEXHY PHGZM PHGZT PMFND PMKZF PQEDU PQQKQ PROAC PUEGO PVKVW Q1R Q2X QF4 QM7 QN7 ROL RPD RWL RXW S0X SASJQ SAUOL SCNPE SFC SJFOW SJN SSDHQ TAE TN5 UHB UKR UMD VJK WH7 XOL XZL YNT YR2 YR5 YYP YYQ ZCA ZHY ZPLXX ZPPRI ZVL ~OS AAYXX ACJER CITATION 4T- AHOVV |
| ID | FETCH-LOGICAL-c264t-17a72d14df66a8f4ab721de63e6ecb7758d0b245618c8ad03ce8cb8834ee16f13 |
| ISSN | 0040-0599 |
| IngestDate | Mon Sep 08 09:42:09 EDT 2025 Thu Sep 11 00:35:22 EDT 2025 Sun Sep 14 05:41:41 EDT 2025 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 6 |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-c264t-17a72d14df66a8f4ab721de63e6ecb7758d0b245618c8ad03ce8cb8834ee16f13 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ORCID | 0000-0002-3200-9611 |
| PQID | 3247452616 |
| PQPubID | 7737 |
| PageCount | 10 |
| ParticipantIDs | proquest_journals_3247452616 crossref_primary_10_1177_00400599241239332 sage_journals_10_1177_00400599241239332 |
| PublicationCentury | 2000 |
| PublicationDate | 2025-07-01 |
| PublicationDateYYYYMMDD | 2025-07-01 |
| PublicationDate_xml | – month: 07 year: 2025 text: 2025-07-01 day: 01 |
| PublicationDecade | 2020 |
| PublicationPlace | Los Angeles, CA |
| PublicationPlace_xml | – name: Los Angeles, CA – name: Reston |
| PublicationTitle | Teaching exceptional children |
| PublicationYear | 2025 |
| Publisher | SAGE Publications SAGE PUBLICATIONS, INC |
| Publisher_xml | – name: SAGE Publications – name: SAGE PUBLICATIONS, INC |
| References | Wehmeyer, Palmer, Shogren, Williams-Diehm, Soukup 2013; 46 Martin, Van Dycke, Christensen, Greene, Gardner, Lovett 2006; 72 Foley, Dyke, Girdler, Bourke, Leonard 2012; 34 Sternberg, Desmet 2022; 38 Shore 2000 Amran, Majid 2019; 33 Barnes 2022; 66 Valenzuela, Martin 2005; 28 Kucharczyk, Oswalt, Whitby, Frazier, Koch 2022; 36 Winebrenner 2003; 38 Patton 2006; 47 Kitano 2003; 26 Gay G. (e_1_3_3_17_1) 2018 e_1_3_3_52_1 Shore K. (e_1_3_3_42_1) 2000 e_1_3_3_50_1 Hilliard L. W. (e_1_3_3_21_1) 2019 e_1_3_3_18_1 e_1_3_3_39_1 e_1_3_3_14_1 e_1_3_3_37_1 e_1_3_3_16_1 e_1_3_3_35_1 e_1_3_3_10_1 e_1_3_3_33_1 e_1_3_3_12_1 e_1_3_3_31_1 Copple C. (e_1_3_3_7_1) 2009 Ryan R. (e_1_3_3_40_1) 2018 Greene G. (e_1_3_3_19_1) 2011 e_1_3_3_9_1 e_1_3_3_29_1 McLeskey J. (e_1_3_3_32_1) 2017 Amran H. A. (e_1_3_3_2_1) 2019; 33 e_1_3_3_25_1 e_1_3_3_48_1 e_1_3_3_27_1 e_1_3_3_46_1 e_1_3_3_3_1 e_1_3_3_44_1 e_1_3_3_5_1 e_1_3_3_23_1 e_1_3_3_30_1 e_1_3_3_51_1 e_1_3_3_13_1 e_1_3_3_38_1 e_1_3_3_15_1 e_1_3_3_36_1 e_1_3_3_34_1 e_1_3_3_11_1 e_1_3_3_41_1 e_1_3_3_6_1 e_1_3_3_8_1 e_1_3_3_28_1 e_1_3_3_24_1 e_1_3_3_49_1 e_1_3_3_26_1 e_1_3_3_47_1 e_1_3_3_20_1 e_1_3_3_45_1 e_1_3_3_4_1 e_1_3_3_22_1 e_1_3_3_43_1 |
| References_xml | – volume: 66 start-page: 119 issue: 2 year: 2022 end-page: 120 article-title: The inherent racism of (gifted) education publication-title: Gifted Child Quarterly – volume: 26 start-page: 292 issue: 4 year: 2003 end-page: 303 article-title: Gifted potential and poverty: A call for extraordinary action publication-title: Journal for the Education of the Gifted – volume: 72 start-page: 299 issue: 3 year: 2006 end-page: 316 article-title: Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidenced-based practice publication-title: Exceptional Children – volume: 28 start-page: 4 issue: 1 year: 2005 end-page: 14 article-title: Self-directed IEP: Bridging values of diverse cultures and secondary education publication-title: Career Development for Exceptional Individuals – volume: 33 start-page: 954 issue: 4 year: 2019 end-page: 976 article-title: Learning strategies for twice-exceptional students publication-title: International Journal of Special Education – volume: 38 start-page: 131 issue: 3 year: 2003 end-page: 137 article-title: Teaching strategies for twice-exceptional students publication-title: Intervention in School and Clinic – start-page: 37 year: 2000 end-page: 39 article-title: Teaching the Gifted Student publication-title: Principal, 79(4) – volume: 46 start-page: 195 issue: 4 year: 2013 end-page: 210 article-title: Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination publication-title: The Journal of Special Education – volume: 36 start-page: 71 issue: 1 year: 2022 end-page: 98 article-title: Emerging trends in youth engagement during transition: Youth as interdisciplinary partners publication-title: Rehabilitation Research, Policy, and Education – volume: 47 start-page: 628 issue: 6 year: 2006 end-page: 646 article-title: The voice of reason: A qualitative examination of Black student perceptions of Black culture centers publication-title: Journal of College Student Development – volume: 34 start-page: 1747 issue: 20 year: 2012 end-page: 1764 article-title: Young adults with intellectual disability transitioning from school to post-school: A literature review framed within the ICF publication-title: Disability and Rehabilitation – volume: 38 start-page: 345 issue: 3 year: 2022 end-page: 353 article-title: Introduction to terminological controversies in gifted education publication-title: Gifted Education International – volume-title: Transition planning for culturally and linguistically diverse youth year: 2011 ident: e_1_3_3_19_1 – volume: 33 start-page: 954 issue: 4 year: 2019 ident: e_1_3_3_2_1 article-title: Learning strategies for twice-exceptional students publication-title: International Journal of Special Education – ident: e_1_3_3_48_1 doi: 10.1177/08857288050280010301 – ident: e_1_3_3_37_1 doi: 10.1353/csd.2006.0068 – ident: e_1_3_3_52_1 doi: 10.1177/10534512030380030101 – ident: e_1_3_3_24_1 doi: 10.1093/oso/9780190645472.001.0001 – start-page: 37 year: 2000 ident: e_1_3_3_42_1 article-title: Teaching the Gifted Student publication-title: Principal, 79(4) – ident: e_1_3_3_25_1 doi: 10.4219/jeg-2003-305 – ident: e_1_3_3_20_1 doi: 10.2139/ssrn.3385372 – ident: e_1_3_3_44_1 doi: 10.1177/02614294221117096 – ident: e_1_3_3_27_1 doi: 10.17763/haer.84.1.p2rj131485484751 – ident: e_1_3_3_49_1 doi: 10.1177/0022466910392377 – ident: e_1_3_3_16_1 doi: 10.4324/9781003236788 – ident: e_1_3_3_29_1 doi: 10.1177/001440290607200303 – ident: e_1_3_3_39_1 doi: 10.1177/2156759X20940636 – ident: e_1_3_3_31_1 doi: 10.1177/1076217516628570 – volume-title: A case study on urban secondary school teachers’ perspectives on cultural responsiveness year: 2019 ident: e_1_3_3_21_1 – ident: e_1_3_3_30_1 doi: 10.1177/2165143417716885 – volume-title: National Association for the Education of Young Children year: 2009 ident: e_1_3_3_7_1 – ident: e_1_3_3_51_1 doi: 10.1177/0016986213501076 – volume-title: Increasing student success through instruction in self-determination year: 2018 ident: e_1_3_3_40_1 – ident: e_1_3_3_10_1 doi: 10.1177/0042085919842628 – ident: e_1_3_3_43_1 doi: 10.1002/j.1556-6676.2015.00195.x – ident: e_1_3_3_26_1 doi: 10.1891/RE-21-16 – ident: e_1_3_3_33_1 doi: 10.1177/0261429417754204 – ident: e_1_3_3_5_1 – ident: e_1_3_3_8_1 doi: 10.1080/00228958.2022.2132326 – ident: e_1_3_3_36_1 – ident: e_1_3_3_47_1 doi: 10.1177/2165143419864551 – ident: e_1_3_3_12_1 doi: 10.1177/0016986210382575 – ident: e_1_3_3_15_1 doi: 10.1177/002246699803200102 – ident: e_1_3_3_22_1 – ident: e_1_3_3_41_1 doi: 10.3233/JVR-180935 – ident: e_1_3_3_6_1 doi: 10.1177/00400599211073073 – ident: e_1_3_3_13_1 doi: 10.1177/0016986213490021 – ident: e_1_3_3_4_1 doi: 10.1080/01933922.2019.1669752 – ident: e_1_3_3_38_1 doi: 10.1177/0040059915587679 – ident: e_1_3_3_35_1 doi: 10.1177/0016986216656257 – ident: e_1_3_3_3_1 doi: 10.1177/00169862211037705 – ident: e_1_3_3_18_1 doi: 10.1177/2165143420958607 – ident: e_1_3_3_14_1 doi: 10.1177/10762175221110943 – ident: e_1_3_3_45_1 doi: 10.1080/0937445930040105 – ident: e_1_3_3_9_1 – ident: e_1_3_3_11_1 doi: 10.3109/09638288.2012.660603 – ident: e_1_3_3_46_1 doi: 10.4324/9781003239253 – ident: e_1_3_3_23_1 doi: 10.1177/2158244018785412 – ident: e_1_3_3_50_1 doi: 10.1177/1049731514524836 – ident: e_1_3_3_28_1 doi: 10.1177/0741932511431831 – ident: e_1_3_3_34_1 doi: 10.58729/2167-3454.1041 – volume-title: Culturally responsive teaching: Theory, research, & practice year: 2018 ident: e_1_3_3_17_1 – volume-title: High-leverage practices in special education year: 2017 ident: e_1_3_3_32_1 |
| SSID | ssj0006419 |
| Score | 2.3199198 |
| Snippet | Although it is essential for special education teachers who serve these minority twice-exceptional students to focus on the current academic needs within their... |
| SourceID | proquest crossref sage |
| SourceType | Aggregation Database Index Database Publisher |
| StartPage | 448 |
| SubjectTerms | Educational objectives Exceptional children Minority students Multicultural education Special education Transitions |
| Title | “Take Me to the Bridge”: Transitional Support for Minoritized Twice-Exceptional Learners |
| URI | https://journals.sagepub.com/doi/full/10.1177/00400599241239332 https://www.proquest.com/docview/3247452616 |
| Volume | 57 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1da9UwGA7HsxtvZE7Fo5vkYiA4Ok7aNG29O_vi6HbGZB1MEEq-yobYM7YOx672M7zQP7df4psmOe3ZVNSbUpI2KXmfJk_evB8IrcK-R4VA5APCMhXQJOKBKJMskEJyQWQqeGa8kSf7bHxE3x_Hx73et47V0mUt1uX1L_1K_keqUAZyNV6y_yDZWaNQAPcgX7iChOH6VzL2lgqbOf8Mv6f2RHLDpkx3tVuNCt2sSadO8WdSeQLtbkwMJ6fV1AQ2ugbmmX-FaSPYvnKmLkbHbTQnzkjec9jcG2DqzoPeKbyFSeVSfjiNTnugVJ_AB3xpUblhurhY29UmEXQ1WybGzXvnam2PH5rwtV39RBjPbFm7B2Mdx-g5Ryw7KRsL09jmSVrXTVkINDGImc0e5ydqG8naAbI761IbrNMt4NQ-d39taE6nm1kLOgPmYqK_OeXqXBzu8eiwONjaKfbe7e8-QAthAqysjxZGHw8-TGarPKMk8xaZpj13Yt4E87rbxTznaTcyHdvBhs7ki-iR24fgkQXVY9TT1ZJJ4e3MfZ6gT7c33w2s8ETjeooBVtjC6vbmx1vchRN2cMIAJ9yBE74HJ-zh9BQd7Wznm-PApeIIJDDmOiAJT0JFqCoZ42lJuUhCojSLNNNSJLDpVENhztBJKlOuhpHUqRRpGlGtCStJ9Az1q2mlnyMcR1CtM0mzUFA61PAmz5TkpQgJj5QYoDd-sIozG3GlID4o_d2RHaBlP5yF-zEvCtgjJDQOGWED9NoMcVv124Ze_Lmhl-hhi-1l1K_PL_UKsNFavHLA-Ak8IobU |
| linkProvider | SAGE Publications |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1bS8MwFA6yPeiLd3E6NQ-CIHQsbZa2vk3ZmJcOhQ0mCiW3whhsoh3KnvZD9M_tl3jStZsOBfE5F9KT5JwvzZfvIHQM5x5lA5C3CPOVRV2HWyJyfUsKyQWRnuC-eY0cNFmjTa86lU7KqjRvYVILvpQMrQpGlDjr2e52EzGeRFMEIo9R73LA_eY9E-lyKF-9v70LZn6YUeJnnDnTIr3T_LGT71FpDjW_sLuSgFNfQw_ZUKc8k15pGMMoRwsqjv_7lnW0muJQXJ0unA20pPubJoVzSvfYQo-T8XuL9zQONI4HGHAiPk8ed03GH2c4CXHd6X9EbDKDAorHgH9x0O0PjE7SSCvcegUvZNXeUuYM1EzUXAFwbqN2vda6aFhpKgZLAmKKLeJy11aEqogx7kWUCzg5Ks0czbQULhw6VFmYO1TiSY-rsiO1J4XnOVRrwiLi7KBcf9DXuwhXHCjWvqS-LSgta2jJfSV5JGzCHSUK6DSbivBpqrgRkkyUfNFgBVTMJivMzB0CRnRN5nTCCujE2H5e9GtHe3-ueYSWG63gJry5bF7voxXb5ANO6LtFlIufh_oAQEosDtPV-AnNJ9t5 |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3bSgMxEA3SgvjiXaxWzYMgCKvNbprd9a1eSr1UKrSgICy5LZRCW3SL0qd-iP5cv8TJNmu1KIjPuTA7yc6cSU5mENqHuEe5AOQdwkLlUN_jjoj90JFCckFkIHhoXiPXb1mtRa_uy_f2wM28hbEafD4ytCqQKDXW5u_uq_jY3jEepzuvHELoQEwGLw9McD4wJdNzKF95aNzVP20xoyTMeHNmhL3X_HGS755pCje_MLxSp1NdQlEm7oRr0jkaJCDpcCaT4_-_ZxktWjyKK5MNtILmdHfVlHK2tI819DgevTV5R-O6xkkPA17Ep-kjr_Ho_QSnrq49OU_EpkIooHkMOBjX292eyZc01Ao3X8AaORevlkEDPdOsrgA811GretE8qzm2JIMjATklDvG57ypCVcwYD2LKBUSQSjNPMy2FD8GHKglzl0oCGXBV8qQOpAgCj2pNWEy8DZTr9rp6E-GyB806lDR0BaUlDSN5qCSPhUu4p0QBHWbLEfUnmTcikiUnn1VYARWzBYsylUeAFX1TQZ2wAjow-p82_TrR1p977qH5xnk1urm8vd5GC64pC5yyeIsolzwN9A5glUTs2g35AS6Y3fc |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=%E2%80%9CTake+Me+to+the+Bridge%E2%80%9D%3A+Transitional+Support+for+Minoritized+Twice-Exceptional+Learners&rft.jtitle=Teaching+exceptional+children&rft.au=Hunter%2C+William&rft.au=Rath+Suman&rft.au=Barnes+Keishana&rft.au=Hilliard+LaSheba&rft.date=2025-07-01&rft.pub=SAGE+PUBLICATIONS%2C+INC&rft.issn=0040-0599&rft.eissn=2163-5684&rft.volume=57&rft.issue=6&rft.spage=448&rft.epage=457&rft_id=info:doi/10.1177%2F00400599241239332&rft.externalDBID=HAS_PDF_LINK |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0040-0599&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0040-0599&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0040-0599&client=summon |