Some children stand out for their exceptional talents in areas like mathematics, writing, or music. Conversely, others encounter hurdles that impede their learning, such as ADHD, dyslexia, dyscalculia, autism, or sensory processing sensitivities. However, there is a unique group of children who embody both of these characteristics. These children are known as twice-exceptional, often referred to as 2e, signifying that they possess both remarkable gifts and significant challenges. They are gifted in particular aspects yet simultaneously grapple with learning or developmental difficulties.
Identifying children who are both gifted and challenged can be complex. Their giftedness may enable them to compensate for their learning differences, effectively masking their struggles. Conversely, their special needs can obscure their inherent talents. In certain instances, neither their giftedness nor their challenges are properly recognized.
Even after 2e children are identified, securing the necessary educational support can be an uphill battle. Within gifted programs, they might struggle in specific areas. If placed in special education, the curriculum might lack sufficient challenge, leading to frustration and disengagement. In either scenario, anxiety, depression, diminished self-esteem, and difficulties in emotional regulation can arise, potentially resulting in behavioral problems.
Alt text: Thoughtful young boy in a classroom, representing the internal struggles of twice-exceptional learners.
The Overlooked Potential of Twice-Exceptional (2e) Kids
One primary reason why twice-exceptional children are often overlooked is that educational systems are primarily designed to ensure students meet grade-level academic benchmarks. Twice-exceptional students may be performing at grade level despite underlying challenges, thus slipping under the radar.
Dr. Adam S. Zamora, a neuropsychologist at the Child Mind Institute, explains, “Consider bright children with a reading disability. When reading, they might encounter unfamiliar words but utilize inferential reasoning and their strong cognitive abilities to deduce the meaning. These children may go unnoticed because they compensate effectively.”
These students might not be diagnosed with a learning disability until later grades when academic demands increase, or they may never receive the necessary diagnosis and support throughout their education.
Another scenario involves 2e children whose challenges overshadow their gifts.
This was initially the case for Jenn Choi’s son, Logan, now 14. His special needs, ADHD and subsequently dyslexia, were identified after behavioral issues led to his expulsion from his first preschool due to difficulties like not being able to participate in circle time.
However, it wasn’t until Logan approached five years old and underwent a neuropsychological assessment that his parents became aware of his exceptional potential. He scored remarkably high in visual-spatial thinking, encompassing perception, analysis, and synthesis. These abilities often translate to excellence in fields like mathematics, science, and engineering.
“It was a significant surprise to us that he was truly gifted,” Choi recounts. She first encountered the term “twice-exceptional” when Logan attended an after-school program at the Quad Manhattan, specifically designed for 2e children, in first grade. Choi now manages a listserv for parents of 2e children in New York City.
Alt text: Jenn Choi with her son Logan, highlighting the personal journey of a parent advocating for twice-exceptional children.
Emotional and Behavioral Repercussions for 2e Children
If both the talents and challenges of twice-exceptional children remain unidentified, it can lead to significant emotional and behavioral consequences.
Dr. Laura Phillips, a clinical neuropsychologist, notes, “These children are aware of their potential but are frustrated by unseen obstacles holding them back, unable to pinpoint the cause. This often manifests as frustration, anxiety, and even emotional dysregulation.”
They may be perceived as lazy because, despite their evident intelligence, they underperform in certain areas. Parents and teachers might criticize them for lack of effort, particularly in subjects like math. This can severely damage their self-esteem and contribute to depression.
Alternatively, they may appear oppositional to authority figures. Dr. Phillips elaborates, “Their frustration with their difficulties can lead to acting out in various ways, often being mislabeled or misunderstood as simply being defiant.”
Alt text: Frustrated child struggling with schoolwork, depicting the common emotional challenges faced by twice-exceptional students.
Misdiagnosis: When Giftedness Mimics Other Conditions
Giftedness in children can sometimes present behaviors that resemble ADHD or autism, leading to misdiagnosis.
Psychologist James T. Webb, an expert in gifted children, points out, “A near-universal trait of gifted children is their intensity. Whether it’s dinosaurs, math, or even sibling rivalry, their engagement is profound.”
This intensity can make the typical classroom setting incredibly challenging. Webb explains, “Research indicates that gifted children spend a significant portion of classroom time, between a quarter and a half, waiting for their peers to catch up. When a highly active mind is forced to wait, it can manifest as off-task behavior, fidgeting, and interrupting, behaviors often associated with ADHD.”
It is also common for gifted children to be misdiagnosed with autism spectrum disorder. Their intense interests and passions can be mistaken for obsessive fixations. Moreover, Dr. Webb observes, “Gifted children as a group tend to be more quirky than their peers.”
Gifted children can also exhibit heightened sensitivity to stimuli, leading them to avoid bright lights, loud noises, and crowded environments. This combination of overexcitability and advanced intellect can create social mismatches with peers. Dr. Webb notes, “They might not interact well with others, attempt to rigidly structure their environment, and struggle with transitions to new tasks. These behaviors are also frequently observed in children on the autism spectrum.”
It’s crucial to remember that a child can indeed be twice-exceptional, being both gifted and having ADHD or autism.
Identifying Twice-Exceptional Children: A Comprehensive Approach
Dr. Webb emphasizes the critical need for parents and educators to be well-informed about twice-exceptionality. He states, “A common misconception is that gifted children are uniformly exceptional across all domains, or nearly so.”
Dr. Phillips adds, “There isn’t a universally accepted definition of ‘gifted,’ especially concerning general intellectual ability. Giftedness encompasses more than just intellectual potential; it can include exceptional creative thinking, specific academic talents, psychomotor skills, or abilities in visual and performing arts.” She mentions that IQ testing, with a Standard Score of 130 (top 2% of the population), is often used in school placement decisions to define gifted intelligence.
Experts advise that educators should consider referring a child for comprehensive testing if they observe a student who performs adequately in most areas but demonstrates exceptional talent in one or two, or conversely, excels in nearly all areas but lags significantly in one.
A neuropsychological evaluation is considered the gold standard for identifying twice-exceptionality.
Dr. Phillips explains, “Neuropsychological evaluations are invaluable for understanding a student’s complete cognitive and academic profile, including strengths and weaknesses. This detailed understanding is essential for tailoring an individualized curriculum, which is precisely what these students need. For example, a child might be performing three grade levels ahead in math but require additional support in reading.”
Alt text: Doctor discussing with a child at a desk, illustrating the neuropsychological evaluation process for identifying learning profiles.
Navigating the Educational Challenges for 2e Learners
A survey led by Choi, involving 503 parents of 2e children, 254 of whom were in New York City public schools, revealed that their biggest challenge is the forced choice between nurturing their child’s intellectual giftedness and addressing their special education needs. These supports are rarely offered concurrently.
Integrated Co-Teaching (ICT) classes, which include both general education and special needs teachers, are one potential avenue for individualized instruction. However, if 2e students perform at grade level, convincing schools to provide remediation or accommodations through an Individualized Education Program (IEP) or a 504 Plan can be difficult.
Choi’s survey indicated that parents are often misinformed that students in gifted and talented programs cannot have an IEP, which is inaccurate. The survey also revealed that only 5% of 2e children were in gifted and talented programs within an ICT classroom setting.
Grade acceleration, or moving students to higher grade levels for subjects they excel in, is another consideration. Dr. Phillips cautions that this can be complicated due to potential mismatches in maturity levels for handling homework and social expectations. Some families opt for private schools that offer smaller class sizes and curricula tailored to individual student strengths and weaknesses.
Instead of grade acceleration, Dr. Phillips recommends that parents focus on providing enriching experiences outside of school. Resources like the Davidson Institute, including its Davidson Young Scholars Program for 2e students, and museum programs designed for gifted students can be invaluable.
The Transformative Power of Support for Twice-Exceptional Children
Providing appropriate support is crucial for twice-exceptional children to reach their full academic and emotional potential.
Dr. Zamora emphasizes that when 2e children are identified and receive tailored support, their academic performance and self-esteem significantly improve. “Informed parents and teachers who understand the child’s strengths and specific areas of weakness can adapt their communication and teaching methods effectively.”
Dr. Phillips adds that it’s beneficial to reassure 2e children that their challenges will become more manageable over time. “I often tell parents that the K-12 years are often the most challenging due to the broad range of required subjects. However, in college, students can specialize in their areas of strength. Following college, they can pursue careers that align with their talents, allowing them to truly excel.”
Logan’s journey involved attending three private schools between kindergarten and seventh grade, partly due to behavioral concerns and partly due to the lack of academic challenge. He eventually found a better fit in a gifted and talented program within a public school. He has since transitioned to a competitive public high school. Despite these changes, Choi acknowledges that Logan’s needs are not fully met, particularly his aptitude for engineering, which is not specifically addressed in his current educational path. She concludes, “We are committed to navigating this and finding solutions as we move forward.”
Frequently Asked Questions About Twice-Exceptionality
What does twice-exceptional (2e) mean?
Twice-exceptional, or 2e, students are children who exhibit giftedness in certain areas, such as math or music, while also having a learning or developmental challenge like ADHD, dyslexia, or autism.
