Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature

Abstract

ABSTRACT In the United States, scholars both in and out of gifted education have been studying twice-exceptional students for the past several decades. These students often face significant challenges and barriers in the process of achieving their educational and career goals, as they are often confronted with combining their talent domains with the limitations associated with their learning, social, and/or behavioral difficulties. Yet studies have also identified distinct strengths within this population, such as their accelerated creativity. In this article, we reviewed the creativity and career development literature specific to twice-exceptional students and considered how creative approaches toward career intervention, such as the inclusion of the creative arts, may facilitate student exploration. Theoretical and research support for this approach are discussed.