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Roberts, Pereira, and Knotts (2015) conducted a study of state law and policy related to twice-exceptional learners. They asked state administrators of special education and gifted education programs to complete an online survey and reviewed state gifted and special legislation and policy documents.  The survey focused on the inclusion of twice-exceptional students in state gifted and special education legislation and policy.

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Advocates for twice-exceptional learners can use the results of Roberts et al. (2015) as they work to establish and/or update law and policy related to twice-exceptional children and young people in their states and at the national level.

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Defining the characteristics of twice-exceptional students:

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Defining the characteristics of twice-exceptional students:

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- Is essential for identifying students as well as for applying and developing new, research-based practices. Various disability and gifted combinations make descriptions of twice exceptionality complicated but not impossible.
- Legislation, teacher preparation programs, parameters of eligibility, and program accountability all flow from definition.
- Recognition of the importance of identifying twice-exceptional students should be a collaborative effort including general education, gifted education, and special education communities.

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The Board of Education of Hendrick Hudson C. School District v. Rowley

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The Board of Education of Hendrick Hudson C. School District v. Rowley

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Amy Rowley was a bright second-grade deaf child. Her parents requested the use of an interpreter so that she could reach her full potential in her general education classroom. The school district argued that because Amy was one of the top students in her class that her progress demonstrated her program was appropriate.

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In the case of gifted and talented students or twice-exceptional students, programs need to address student potential rather than adequate progress. Potential, the gap between ability and achievement in this case, must be the gap explored rather than accepting adequate progress for state accountability assessment.

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Outlining legislation and policy currently in place regarding twice-exceptional children and young people. The general assembly or the legislative body of a state or nation passes law. Policy, however, is the official interpretation of the law and/or the procedures that educational agencies are required to follow in implementation.

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refers to gifted children who have some form of disability.

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Roberts et al. (2015) developed four needs statements based on the results of the survey:
- There is a need for legislation and policy related to twice-exceptional students.
- It would be informative to have specific definitions and characteristics for the various combinations of gifts and disabilities.
- Collaboration among general, gifted, and special education professionals is needed. - - Models for initiatives related to twice exceptionality are available and need to be implemented.

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- Most states described gifted and special education identification procedures as nondiscriminatory, which technically means that twice-exceptional students could be identified as either (or both) gifted or having a disability; however, this nondiscriminatory language was seen as a false positive when reviewing documents or statements to identify twice-exceptional statements.
- Most states do not have legislation, policy, or initiatives focusing on twice-exceptional learners.

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Questions center around several essential components required to serve students with twice-exceptional needs:

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Questions center around several essential components required to serve students with twice-exceptional needs:

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- The lack of an agreed-upon definition
- Questions of ownership for services
- Lack of effective strategies and methodologies
- Lack of adequate teacher preparation