Twice exceptional urban students often experience schooling in ways that essentialize their identity and refuse to see them wholly. This means that their school experiences are often focused on their disability, where they have limited access to environments that nurture their gifts and talents while honoring their cultural background. For this reason, more is needed to support the wholeness and humanness of twice exceptional urban students. In this article, the authors describe the experiences of urban twice exceptional students along with related legislation and legal cases. Further, the authors detail a pathway forward integrating disability justice and antiracism through Mad maps.
Mayes et al. (Thu,) studied this question.