The Twice Exceptional Community of Practice (2eCoP) defines twice exceptionality as an individual demonstration of(“evidence of) exceptional ability and disability which results in a unique set of circumstances.” Twice exceptionality is a conceptual way of identifying, understanding and supporting the academic, social, and emotional needs of a uniquely gifted learner.

2e learners develop skills in an uneven, or asynchronous way. This unevenness typically exists between intellectual and physical development, and between intellectual development and the ability to express or use that intelligence.

Twice-exceptional students demonstrate superior ability in one or more areas of development including academics, intellectual ability, creativity, leadership, visual or performing arts and have one or more social, emotional or academic challenges.

These challenges may be caused by a neurological disorder or an emotional, sensory or learning disability. They may include physical disabilities or sensory sensitivity, autism spectrum disorder, ADHD, emotional and/or behavioral disorders,social issues, learning disabilities (dyslexia, dysgraphia, etc.), language disorders,delays in processing or difficulty with executive function.

Because of these dual exceptionalities, it is important that these individuals are recognized, accommodated, and supported for both their strengths and their challenges. Too often, it is the challenges that are recognized at the expense of supporting the strengths.

The reason for this is that many twice-exceptional individuals compensate for their disabilities by using their strengths to mask them. The result is underachievement or average performance.

Without proper support, 2e learners may have underlying stress, boredom, frustration, and lack of motivation leading to behavior problems in class. Recognized only by these challenges, they develop low self-esteem and are unwilling to tackle anything new for fear of failure, an attitude compounded by their desire for perfection which is in itself a very daunting goal.

Parents Should Become 2E Advocates

How should parents support their 2e children? They are advised to seek professionals experienced in the concept of 2e and who are practitioners in the assessment and identification of both giftedness and challenges. They should know how to accommodate both.

They should be familiar with enrichment and advancement opportunities as well as support and skill-building programs. They should not allow the focus to be on just the challenges but recognize more about what the children can do vs. what they cannot do. This will improve self-esteem and self-efficacy in those children and help them thrive in a school environment.

Parents of 2e kids are usually very aware of the special gifts their kids possess. They may be less aware of their challenges and difficulties, especially at school. Negative issues may arise like behavior or underachievement. That’s when they should seek ongoing dialogues with educators and mental health officials.

Parents should not deny their children’s gifts. IQ scores can be deceiving because they can involve low scores in processing and working memory which could mask a high overall IQ.

Parents should join – or form their own – 2e advocacy group. They should not be forced to choose between an organization that supports giftedness and one that supports learning difficulties. 2e students have a unique duality that requires a more comprehensive view.

Ongoing, open communications with school officials is extremely important. Parents should monitor their children’s behavior and learning plans to make sure both are progressing.

In addition to promoting academic improvement, parents should support non-academic development as well and create opportunities for social interaction with other students and families, by encouraging common interests and friendships.

Parents can support their 2e children at home by doing tasks and chores with them, rather than doing everything for them. This will help develop their children’s executive functioning skills, organization skills, self-management, and sense of worth.

2E Students’ Rights

Parents should learn the laws that apply to their 2e children. Although the laws do differ from state to state, 2e children cannot be denied special education services just because they also have strengths and superior abilities. Federal law states that all children are entitled to a free and appropriate education (FAPE).

There is a federal law, the Individuals with Disabilities Act (IDEA) that establishes a special education system supporting children with disabilities in public schools. The law serves students ages 3-21 diagnosed with one or more of 13 disabilities that requires special education and related services.

These 13 disabilities include mental retardation; hearing, speech or language impairment; visual impairment; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury;or specific learning disability (like ADD).

IDEA makes it clear that not only are eligible2e children entitled to a free education, but it must be in the least-restrictive environment (LRE) appropriate for the student. This means that school districts are required to provide education tailored to the unique academic, social and emotional needs of 2e students as much as possible alongside their non-disabled peers.

LRE means that special education students, who may or may not have individualized educational programs (IEPs),may not be removed from their regular classes unless their education in regular classes cannot be satisfactorily achieved.

IDEA includes many services like one-on-one tutoring, academic remediation, consultant teacher services, speech and language therapy, and occupational and physical therapy. Some students are also entitled to Applied Behavior Analysis (ABS), Early Intervention (EI) services, and/or an Extended School Year (ESY).

Do Your Research

Parents should become aware of recent research that sheds more light on 2e children so they can be more articulate when working with educators and others on both the merits and disadvantages of 2e.

For example, recent research has demonstrated the effectiveness of acceleration, which is summarized in A Nation Deceived and referenced on the website, as well as the he topic of acceleration.

Other resources includes the National Association for Gifted Children and the Davidson Institute. You can also check with the Twice Exceptional Children’s Advocacy organization and website.

Information found in these sources and others will better equip you to demonstrate that professional research supports your views on how 2e individuals should be recognized and supported. It makes your advocacy that much more credible.

Doing a little research, talking to professionals, especially in your child’s school, and working with your child every day on self-development is the best way for you to advocate for your child.