By Lanella Sweet
Equitable talent development requires identification approaches that extend beyond standardised measures, particularly because traditional assessments often fail to capture the creative strengths of twice exceptional learners. These strengths may emerge through culturally specific knowledge, community practices, visual–spatial reasoning, or non-academic pursuits (Peters & Mofield, 2022). Responsive identification therefore involves multiple data sources, including teacher observations, student work samples, community insights, and authentic performance tasks that allow students to demonstrate novelty and depth of thinking (Ford & Harmon, 2001). Such practices broaden visibility of diverse forms of creativity.
Equity also depends on sustained access to resources, mentorship, and enrichment opportunities. Twice exceptional learners may lack consistent access to specialist programs, mentors, or technology that support their areas of talent. System-level structures must therefore ensure that creative potential is nurtured through flexible placement options, targeted funding, and pathways that accommodate asynchronous development and non-linear growth (Wellisch, 2016).
Aligning Curriculum and Pedagogy
Alignment between curriculum expectations, pedagogical design, and talent development theory is crucial if creativity is to become a visible and valued dimension of learning. While the Critical and Creative Thinking capability (ACARA, 2023) provides a clear policy mandate, classroom enactment depends on teachers’ capacity to integrate creative processes within disciplinary knowledge. This requires explicit modelling of creative thinking, scaffolded opportunities for inquiry, and assessment practices that value originality, reasoning, and growth over compliance or linear task completion (Lucas et al., 2013).
For twice exceptional learners, such alignment is particularly important. They benefit from tasks that allow iteration, inquiry, and multimodal expression, as these allow their strengths to come forward. When curriculum, pedagogy, and talent development principles combine, creative potential is more likely to be recognised, nurtured consistently, and linked to long-term pathways.
Implications for Teachers
Teacher preparation plays a central role in determining whether twice exceptional learners’ creative potential is recognised and supported. Initial teacher education programs should include explicit learning about the nature of creativity, the developmental characteristics of twice exceptional profiles, and strategies for differentiating both content and output. Case studies, moderated work samples, and opportunities to analyse creative student artefacts can deepen teachers’ perceptual sensitivity and build confidence in identifying diverse forms of talent (Plunkett & Kronborg, 2011).
Ongoing professional learning within schools is equally important. Professional learning communities, peer coaching, and reflective practice help teachers refine their understanding of creative processes and become more adept at designing tasks that accommodate both strengths and challenges. Leadership plays a key role in fostering a culture where creativity is valued, where risk-taking is encouraged, and where staff feel supported to adopt innovative teaching practices aimed at advancing the potential of twice exceptional learners.
System-Level Considerations
Supporting creative talent development for twice exceptional learners requires systemic coherence across policy, funding, staffing, and school-wide processes. Policy guidelines should articulate expectations for identification procedures, provide examples of domain-based creativity indicators, and embed flexibility to accommodate students with uneven profiles. Clear guidance helps reduce variation in practice and ensures that students with complex learning profiles are not overlooked due to inconsistent or narrow referral pathways. Collaboration across sectors can offer diverse pathways for students with advanced creative potential. When systems adopt a coordinated approach that integrates policy intent with practical supports, creative talent among twice exceptional learners is more likely to be recognised, valued, and cultivated.
Conclusion
Creativity represents a vital yet under-recognised dimension of potential for many twice exceptional learners. Their non-linear development, asynchronous strengths, and diverse learning profiles require educational systems to adopt nuanced, inclusive, and developmentally informed approaches to identification and support. By integrating talent development theory, contemporary creativity research, and curriculum capability policy, this paper proposes a coherent framework that positions creativity as central to equitable gifted education.
Teacher perception, scaffolded pedagogy, and culturally responsive identification practices all play a critical role in ensuring that twice exceptional learners’ creative strengths are noticed and nurtured. System-level alignment further ensures that these practices are sustainable, resourced, and embedded within everyday school structures. Ultimately, recognising and cultivating creativity in twice exceptional learners is not only a matter of equity but a commitment to fostering the diverse innovations, perspectives, and contributions that these students are uniquely positioned to offer.
Lanella Sweet is an experienced educator and researcher specialising in gifted education, twice exceptionality, and talent development. With more than thirty years of teaching across primary and middle school settings, she has focused her practice on recognising student strengths, supporting neurodiverse learning profiles, and designing inclusive pathways that nurture potential. She holds a Bachelor of Education and two Master of Education degrees, in Mathematics and Gifted Education. Lanella’s work includes developing enrichment programs, collaborating with teachers to refine identification and support practices, and contributing to professional and academic writing on inclusive pedagogy. Her research highlights the importance of understanding the whole child and fostering environments where diverse learners can thrive.