twice exceptional

Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities".{{cite journal|last1=Brody|first1=L.E.|last2=Mills|first2=C.J.|title=Gifted Children with learning disabilities: a review of the issues|journal=Journal of Learning Disabilities|date=1997|volume=30|issue=3|pages=282–296|doi=10.1177/002221949703000304|pmid=9146095|s2cid=23515768}} In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent.Baum, S. & Owen, S. (2004). To Be Gifted & Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More. Mansfield Center, CT: Creative Learning Press. Although, currently there is no empirical research to confirm this theory. The interplay of exceptional strengths and weaknesses in a single individual results in inconsistent performance. They might present any of the three profiles identified by educator and researcher Dr. Susan Baum:

• Bright but not trying hard enough
• Learning disabled but with no exceptional abilities
• Average

In the case of behavioral/socio-emotional, rather than cognitive problems, both strengths and deficits can be intensified. A twice-exceptional student's grades commonly alternate between high and low, even within the same subject. The child might have advanced vocabulary and ideas, but be unable to organize those ideas and express them on paper. They might be a skilled artist or builder, but turn in assignments that are messy or illegible. They might complete assignments, but lose or forget to submit. To the parents and teachers observing this behavior, it may seem that the child isn't trying; many twice-exceptional children work as hard or harder than others, but with less to show for their efforts. This struggle to accomplish tasks that appear easy for other students can leave twice-exceptional children frustrated, anxious, and depressed. It can rob them of their enthusiasm and energy for school and damage their self-esteem.{{Citation needed|date=June 2024}}

Some other common situations may involve some amazing performance or contributions by such individuals being mistakenly distrusted, discredited, or undervalued because they are not known to be brilliant in other areas, or because they are far ahead of their peers in some aspects. For example, Nikola Tesla was thought to be cheating when he was doing college calculus problems without pen or paper,{{citation needed|date=December 2024}} whereas, some of these students may never reveal their skills and interests due to a learning environment that does not allow creativity. It has been said that "so called high functioning term ignores the hardships, whereas the so called low functioning terminology ignores potentials".{{citation needed|date=December 2024}} So "presume competence"{{citation needed|date=December 2024}} has been recommended.

Formal identification of twice exceptionality requires identification and formal clinical diagnosis of each of at least two separate underlying exceptionalities. Given the statistical rarity, wide variety of presentations, and practical access issues with obtaining adequate diagnostic assessments, it is not unusual for 2e children or adults in open society to have not been accurately identified or adequately diagnosed.

Children identified as twice exceptional can exhibit a wide range of traits, many of them typical of gifted children. Like those who are gifted, twice-exceptional children often show greater asynchrony than average children (that is, a larger gap between their mental age and physical age). They are often intense and highly sensitive to their emotional and physical environments. The following chart summarizes characteristics commonly seen in this population.

{{Cite journal|title = Twice-Exceptionality: Parents' Perspectives on 2e Identification|journal = Roeper Review|date = 2015-10-02|issn = 0278-3193|pages = 208–218|volume = 37|issue = 4|doi = 10.1080/02783193.2015.1077911|first1 = Lynn|last1 = Dare|first2 = Elizabeth Agnes|last2 = Nowicki|s2cid = 143083931}} Twice exceptionality often does not show up until children are in school. In their early years, these children often seem very bright, with varied interests and advanced vocabularies (particularly with reference to same-age peers); and many times parents are unaware that they have a child with 2e. Teachers sometimes spot problems in school; sometimes parents are the first to notice their children's frustrations with school. During the early years it may be social difficulties. The 2e child may find it hard to make friends and fit in. Academic problems often appear later. As work demands increase, teachers may see a drop or inconsistencies in the student's performance, sometimes accompanied by an increase in problem behaviors. Some 2e students withdraw, showing reluctance to speak out or take other risks in class; while others play the class clown. Some are unable to stay focused, find it hard to sit still and work quietly, and have difficulty controlling anger or frustration.

If these difficulties persist, school personnel or parents may decide that evaluation is needed. Along with a physical examination, children may undergo psycho-educational testing to determine the cause of their struggles. The professionals who take part in the process should be knowledgeable about giftedness. Some characteristics of giftedness can look very much like those of a learning disability or disorder and, as a result, gifted children are sometimes incorrectly diagnosed with disorders.Webb, J.T.; Amend, E.R.; Webb, N.E.; Goerss, J.; Beljan, P.; Olenchak, F.R. (2005). The Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders. Scottsdale, AZ: Great Potential Press. For instance, if a single IQ score is considered in the identification of giftedness, 2e individuals with learning disabilities are likely to be misidentified.{{Cite journal |last1=Atmaca |first1=Furkan |last2=Baloğlu |first2=Mustafa |date=October 2022 |title=The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality |url=http://journals.sagepub.com/doi/10.1177/00169862221110875 |journal=Gifted Child Quarterly |language=en |volume=66 |issue=4 |pages=277–295 |doi=10.1177/00169862221110875 |s2cid=250975483 |issn=0016-9862|url-access=subscription }} Therefore, evaluation results should indicate the child's areas of strength and weakness and identify whether any disorders or learning disabilities are present. In addition, the results should include information on what the child needs in order to build on the strengths and compensate for the weaknesses that have been identified. Teaching to students' abilities rather than disabilities increases self-concept scores.{{cite journal|last1=Nielsen|first1=M.E.|last2=Mortorff-Albert|first2=S.|title=The effects of special education service on the self-concept and school attitude of learning disabled/gifted students|journal=Roeper Review|date=1989|volume=12|issue=1|pages=29–36|doi=10.1080/02783198909553227}}

Twice-exceptional (2e) children possess both giftedness and learning disabilities, requiring specialized support to thrive academically and socially.{{Cite journal |last1=Foley-Nicpon |first1=Megan |last2=Assouline |first2=Susan G. |date=April 2015 |title=Counseling Considerations for the Twice-Exceptional Client |url=https://onlinelibrary.wiley.com/doi/10.1002/j.1556-6676.2015.00196.x |journal=Journal of Counseling & Development |language=en |volume=93 |issue=2 |pages=202–211 |doi=10.1002/j.1556-6676.2015.00196.x|url-access=subscription }} Their strengths are crucial for success,{{Cite book |last1=Baum |first1=Susan M. |title=To be gifted & learning disabled: strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more |last2=Schader |first2=Robin M. |last3=Owen |first3=Steven V. |date=2017 |publisher=Prufrock Press, Inc |isbn=978-1-61821-644-1 |edition=Third |location=Waco, TX}} and they excel in environments that offer intellectual challenges and complex thinking opportunities.{{Cite book |last=Kircher-Morris |first=Emily |title=Teaching twice-exceptional learners in today's classroom |date=2021 |publisher=Free Spirit Publishing Inc |isbn=978-1-63198-485-3 |location=Minneapolis}} Essential support mechanisms include encouragement,{{Cite journal |last1=Reis |first1=Sally M. |last2=Madaus |first2=Joseph W. |last3=Gelbar |first3=Nicholas W. |last4=Miller |first4=Lawrence J. |date=September 2024 |title=Strength-Based Strategies for Twice-Exceptional High School Students With Autism Spectrum Disorder |url=https://journals.sagepub.com/doi/10.1177/00400599221108899 |journal=TEACHING Exceptional Children |language=en |volume=57 |issue=1 |pages=24–33 |doi=10.1177/00400599221108899 |issn=0040-0599|url-access=subscription }} compensation strategies,{{Cite book |last=Trail |first=Beverly A. |url=https://www.taylorfrancis.com/books/9781003261216 |title=Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students |date=2022-02-02 |publisher=Routledge |isbn=978-1-003-26121-6 |edition=2 |location=New York |language=en |doi=10.4324/9781003261216}} and accommodations such as time allowances.{{Cite book |title=Handbook on assessments for gifted learners: identification, learning progress, and evaluation |date=2022 |publisher=Routledge, Taylor & Francis Group |isbn=978-1-032-25987-1 |editor-last=Johnsen |editor-first=Susan K. |location=New York, NY |editor-last2=VanTassel-Baska |editor-first2=Joyce}} Effective interventions must address their intellectual and social-emotional needs,{{Cite journal |last=Maddocks |first=Danika L. S. |date=January 2020 |title=Cognitive and Achievement Characteristics of Students From a National Sample Identified as Potentially Twice Exceptional (Gifted With a Learning Disability) |url=https://journals.sagepub.com/doi/10.1177/0016986219886668 |journal=Gifted Child Quarterly |language=en |volume=64 |issue=1 |pages=3–18 |doi=10.1177/0016986219886668 |issn=0016-9862|url-access=subscription }} ensuring their gifts are recognized. At the same time, challenges they may encounter in their environment can be mitigated through self-advocacy skills{{Cite book |last=Douglas |first=Deb |title=The power of self-advocacy for gifted learners: teaching the 4 essential steps to success |date=2018 |publisher=Free Spirit Publishing Inc |isbn=978-1-63198-205-7 |location=Minneapolis, MN}} and utilization of social and legal protections.{{Cite journal |last1=Gilman |first1=Barbara Jackson |last2=Lovecky |first2=Deirdre V. |last3=Kearney |first3=Kathi |last4=Peters |first4=Daniel B. |last5=Wasserman |first5=John D. |last6=Silverman |first6=Linda Kreger |last7=Postma |first7=Michael G. |last8=Robinson |first8=Nancy M. |last9=Amend |first9=Edward R. |last10=Ryder-Schoeck |first10=Michelle |last11=Curry |first11=Patricia Hedges |last12=Lyon |first12=Sally K. |last13=Rogers |first13=Karen B. |last14=Collins |first14=Linda E. |last15=Charlebois |first15=Gerry M. |date=2013-07-01 |title=Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional |journal=SAGE Open |language=en |volume=3 |issue=3 |pages=2158244013505855 |doi=10.1177/2158244013505855 |issn=2158-2440|doi-access=free }} Moreover, distinctions should be made to address the unique challenges that different diagnoses may present in individuals, particularly those with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD).{{Cite journal |last1=van der Putten |first1=W. J. |last2=Mol |first2=A. J. J. |last3=Groenman |first3=A. P. |last4=Radhoe |first4=T. A. |last5=Torenvliet |first5=C. |last6=van Rentergem |first6=J. A. Agelink |last7=Geurts |first7=H. M. |date=2024 |title=Is camouflaging unique for autism? A comparison of camouflaging between adults with autism and ADHD |url=https://onlinelibrary.wiley.com/doi/10.1002/aur.3099 |journal=Autism Research |language=en |volume=17 |issue=4 |pages=812–823 |doi=10.1002/aur.3099 |pmid=38323512 |issn=1939-3806}}

While both gifted individuals who are also identified as ASD or ADHD may exhibit high intelligence and unique interests, a key difference lies in their social interaction patterns. Some autistic individuals have unique profiles that may challenge reciprocal communication and understanding social cues and pacing,{{Citation |last1=Vivanti |first1=Giacomo |title=Correction to: Clinical Guide to Early Interventions for Children with Autism |date=2020 |work=Clinical Guide to Early Interventions for Children with Autism |pages=C1 |editor-last=Vivanti |editor-first=Giacomo |url=https://link.springer.com/chapter/10.1007/978-3-030-41160-2_11 |access-date=2024-11-30 |place=Cham |publisher=Springer International Publishing |language=en |doi=10.1007/978-3-030-41160-2_11 |isbn=978-3-030-41160-2 |last2=Bottema-Beutel |first2=Kristen |last3=Turner-Brown |first3=Lauren |editor2-last=Bottema-Beutel |editor2-first=Kristen |editor3-last=Turner-Brown |editor3-first=Lauren|url-access=subscription }} which can dramatically impact their learning opportunities.{{Cite journal |last1=Baldwin |first1=Lois |last2=Omdal |first2=Stuart N. |last3=Pereles |first3=Daphne |date=2015-03-01 |title=Beyond Stereotypes: Understanding, Recognizing, and Working With Twice-Exceptional Learners |url=https://journals.sagepub.com/doi/10.1177/0040059915569361 |journal=TEACHING Exceptional Children |language=en |volume=47 |issue=4 |pages=216–225 |doi=10.1177/0040059915569361 |issn=0040-0599|url-access=subscription }} Alternatively, those with ADHD may require support with interest-based engagement and impulsiveness,{{Cite journal |last1=McCoach |first1=D. Betsy |last2=Siegle |first2=Del |last3=Rubenstein |first3=Lisa DaVia |date=2020-04-01 |title=Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students |url=https://journals.sagepub.com/doi/10.1177/0016986219901320 |journal=Gifted Child Quarterly |language=en |volume=64 |issue=2 |pages=100–116 |doi=10.1177/0016986219901320 |issn=0016-9862|url-access=subscription }} which can influence their needs for organization support and time allowances, as well as opportunities to seek novelty.{{Citation |last1=Gentry |first1=Marcia |title=Attention-deficit/hyperactivity disorder in gifted students. |date=2018 |work=APA handbook of giftedness and talent. |pages=575–584 |editor-last=Pfeiffer |editor-first=Steven I. |url=https://content.apa.org/books/16018-037 |access-date=2024-11-30 |place=Washington |publisher=American Psychological Association |language=en |doi=10.1037/0000038-037 |isbn=978-1-4338-2696-2 |last2=Fugate |first2=C. Matthew |editor2-last=Shaunessy-Dedrick |editor2-first=Elizabeth |editor3-last=Foley-Nicpon |editor3-first=Megan|url-access=subscription }}

Given these complexities, counselors and psychologists play vital roles in supporting 2e students. Counselors are positioned to be valuable resources for teachers, other school personnel, and community members who might need to become more familiar with twice-exceptionality. Psychologists provide and interpret assessments and develop targeted interventions based on students’ cognitive profiles. Both professionals are essential in creating supportive educational environments that recognize and nurture the unique abilities of twice-exceptional students. Counselors, psychologists, and educators must adjust their approaches based on the 2e students’ developmental levels{{Cite journal |last1=Foley-Nicpon |first1=Megan |last2=Assouline |first2=Susan G. |date=2015 |title=Counseling Considerations for the Twice-Exceptional Client |url=https://onlinelibrary.wiley.com/doi/10.1002/j.1556-6676.2015.00196.x |journal=Journal of Counseling & Development |language=en |volume=93 |issue=2 |pages=202–211 |doi=10.1002/j.1556-6676.2015.00196.x |issn=1556-6676|url-access=subscription }}{{Cite journal |last1=Renzulli |first1=Sara J. |last2=Gelbar |first2=Nicholas |date=2019-01-01 |title=Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students |url=https://journals.sagepub.com/doi/10.1177/2156759X20940636 |journal=Professional School Counseling |language=en |volume=23 |issue=1 |pages=2156759X20940636 |doi=10.1177/2156759X20940636 |issn=1096-2409|url-access=subscription }}{{Cite book |title=Handbook for counselors serving students with gifts & talents: development, relationships, school issues, and counseling needs/interventions |date=2021 |publisher=Prufrock Press |isbn=978-1-003-23541-5 |editor-last=Cross |editor-first=Tracy L. |edition=Second |location=Waco, TX |editor-last2=Cross |editor-first2=Jennifer Riedl}} to help ensure that environmental factors comply with and appropriately accommodate for these needs to ensure accelerative opportunities and talent development commensurate with individuals’ talents, skills, and creative gifts.

The twice-exceptional education movement started in the early 1970s with "gifted-handicapped" education,{{Cite book |last=Maker |first = C. June |title = Providing programs for the gifted handicapped |year = 1977 |publisher=Council for Exceptional Children|ol = 4559927M }} a term essentially referring to the same population. The 2e education approach has 35 years of research and best practices tailored to the needs of 2e students. It is a marriage between special education and gifted education—a strengths-based, differentiated approach that provides special educational supports. Many argue that talent development is the most critical aspect of their education.{{cite book|last1=Baum|first1=S.M.|last2=Owen|first2=S.V.|title=To be gifted and learning disabled: Meeting the needs of gifted students with LD, ADHD and more|date=2004|publisher=Creative Learning Press|location=Mansfield Center, CT}}

When teaching 2e students there are methods an educator should avoid. Twice exceptionality students do not respond well to lectures, and tend to gravitate more toward "big picture" learning.{{Citation needed|date=February 2020}} These students have a hard time following unnecessarily strict rules, and should not be expected to conform to them. Instead, being flexible with them, and focusing more on holistic, big-picture learning is recommended.

Still, finding schools that can meet the needs of twice exceptional children can be a challenge for many parents. Public and private schools with programs that combine the appropriate levels of challenge and support for these learners are in the minority. For this reason, a number of parents choose alternative educational options for their 2e children, including homeschooling and virtual schools.Neumann, L. C. (2008). No One Said It was Easy – Challenges of Parenting Twice-Exceptional Children. In M. W. Gosfield, (Ed.), Expert Approaches to Support Gifted Learners: Professional Perspectives, Best Practices, and Positive Solutions (pp. 269-276). Minneapolis: Free Spirit Publishing.

Only a handful of schools in United States offer a curriculum specifically tailored to 2e children. Some public schools offer part-time programs for twice exceptional students, where they can progress in subjects like math at their own pace, and meet other students like themselves.{{Citation needed|date=February 2019}}

• Exceptional education
• Neurodiversity
• The Fox and the Stork
• The Ugly Duckling
• Double empathy problem
• Nerd
• Autism rights movement
• Autism spectrum
• Asperger's syndrome
• Dyslexia
• Nonverbal learning disorder
• Hidden disability
• Epistemic injustice

{{Reflist|30em}}

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• Eide, B. & F. (2006). The Mislabeled Child. New York: Hyperion.
• Johnsen, S. K. & Kendrick, J. (2005). Teaching Gifted Students with Disabilities. Waco: Prufrock Press.
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• Levine, M. (2002). The Myth of Laziness. New York: Simon & Schuster.
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• Rivero, L. (2002). Creative Home Schooling: A Resource Guide for Smart Families. Scottsdale: Great Potential Press.
• Schultz, S. M. (2009). Twice-exceptional Students Participating in Advanced Placement and other College Classes while Still in High School. USA: VDM
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• [https://www.aegus1.org Association for the Education of Gifted Underachieving Students]
• [https://www.youngwonks.com/blog/Top-Schools-for-2e-Kids-in-the-US Top Schools For 2E Kids in The U.S.]
• [http://hoagiesgifted.org Hoagies' Gifted Education Page]
• [http://www.uniquelygifted.org Uniquely Gifted]
• [http://giftedhomeschoolers.org Gifted Homeschoolers Forum]
• [http://www.nea.org/assets/docs/twiceexceptional.pdf The Twice-Exceptional Dilemma]
• [https://www.thelangschool.org/mission The Lang School]
• [http://www.quadprep.org/ The Quad Preparatory School]
• [https://www.teca2e.org/ TECA 2e – Twice Exceptional Children's Advocacy]
• [https://www.bridges.edu/2e-center.html Bridges 2e Center for Research & Professional Development]

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Category:Giftedness

Category:Educational psychology

Category:Special education

Category:Childhood

Category:Parenting