Dr. Arnstein's primary area of interest is in the identification and servicing of students who are twice-exceptional, those who are both gifted but also have a learning difference.
Arnstein, K. (2021, Winter). How Parents, Teachers, Psychologists, and Educational Environments Influence Developmental Transitions of Preadolescent Twice-Exceptional Students. In N. Hafenstein (Ed.), Perspectives in gifted education: Influences and impact of the Education Doctorate of gifted education II (Vol. 8, pp. 211–247). Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, University of Denver.
Arnstein, K. B. (2021, March 24). Barriers Facing 2e Kids. 2e News. https://www.2enews.com
Arnstein, K. (2020, January 15). Woman in the mirror: Accepting my own giftedness in pursuit of education for my little “square peg." The GHF Dialogue. https://ghfdialogue.org/
Piske, F. H. R., Arnstein, K. B., & de Cassia Nakano, T. (In review). The importance of teacher education to serve twice-exceptional (2e) students. Teaching and Teacher Education.
Arnstein, K. B. (In press). The intersectionality of twice-exceptionality: Historic, current, and future perspectives. In F. H. R. Piske, K. H. Collins, & K. B. Arnstein (Eds.), Critical issues in servicing twice-exceptional students. Springer.
Arnstein, K. B. (In press) Reframing the future of 2e research: An introduction to Arnstein's Spiral Model of Development. In F. H. R. Piske, K. H. Collins, & K. B. Arnstein (Eds.), Critical issues in servicing twice-exceptional students. Springer.