Exploring the Experiences of Twice-Exceptional Youth With Section 504 Plans in School

Abstract

Some students are twice-exceptional (i.e., they are gifted and have a disability). Such students are likely to qualify for educational support through Section 504 of the Rehabilitation Act of 1973. However, little is known about their families’ experiences in accessing supports; it is possible that their disabilities overshadow their giftedness. The purpose of this study was to explore the experiences of families of twice-exceptional students with Section 504 plans. Altogether, 20 families of twice-exceptional students participated in individual interviews. Participants reported that individual, family, and system characteristics impacted their experiences with accessing accommodations under the auspice of Section 504. The student’s giftedness and ability to mask often precluded access to needed accommodations. A family’s use of strategist and/or formal advocacy, professional and/or lived experience with disability, and social networks facilitated access to needed accommodations. Participants frequently reported that educators and administrators prevented access to needed accommodations. Implications for research and practice are discussed.