Twice-exceptional learners are difficult to identify in educational settings. In turn, it is challenging for educators to support the unique learning needs of these students in their classrooms. With a co-occurrence of high potential and disability, twice-exceptional learners require specific supports to address their unique needs, such as differentiated instruction, intervention support for their disabilities, and/or acceleration for advanced abilities. Without accurate identification, twice-exceptional students may not receive appropriate educational programming and provisions, further exacerbating educational difficulties where students are unable to reach their full potential. Approaches to identification, the timing and purpose of chosen tools, along with educator knowledge, all impact on the identification (or lack of identification) of twice-exceptional learners. Previous research has suggested that key influences on accurate and timely identification of these learners are early identification, a comprehensive identification approach, and increased teacher education.

This qualitative exploratory case study into early identification practices involved one Queensland state school and considered the suitability of practices for identifying both exceptions (giftedness and disabilities) for these students. The theoretical lens of the bioecological systems theory (Bronfenbrenner & Morris, 2006), synthesised with Gagné’s differentiating model of giftedness and talent, created a unique lens to frame the exploration through the developing twice-exceptional child’s bioecological system.

Data were gathered through a four-stage process with document reviews and two interviews with one specialist educator participant. A hybrid inductive-deductive, reflexive thematic analysis approach was used to construct meaning from the data. Findings, presented through the synthesised theoretical lens, provide insight into a comprehensive assessment approach and collaborative processes, which in turn provide the ability for both exceptions to be identified, with further investigation into possible twice-exceptional learners taking place.

The case study school’s local policy initiative to identify gifted learners was found to be responsible for much of the success of practices within that site. This success also came from support given by the principal and the unique role of the specialist educator of gifted learners in driving local practice. Key recommendations include the instalment of state policy for identifying gifted learners across all schools in Queensland, with this case presenting a possible framework for identification practices. Further recommendations include increased education for principals, and professional development and preservice education for teachers for identifying and providing for twice-exceptional learners. Future research is suggested into identification practices taking place at other local schools across the state, along with the development of an appropriate Australian-based tool to identify gifted and twice-exceptional learners.