Twice exceptionality often leaves parents and educators puzzled: How can a child be both gifted and struggle in school?
It may feel like an enigma but with the rise of neurodivergence, twice exceptional children aren't uncommon. The real question is how to support 2e students?
With all the twice exceptional kids I have worked with over the years, I have witnessed that it is a challenge for schools and parents to find the balance for gifted learners. There isn't a clear way to support extraordinary capacities and distinct challenges.
It starts with identifying these learners and then understanding their needs and learning differences, as well as crafting supportive environments that nurture their talents and address their difficulties. That is certainly no easy feat but we can take what we know what works for the gifted child and help them blossom.
Exploring the Spectrum of Twice Exceptionality
The term ‘twice exceptional’ might appear puzzling at first glance. These unique individuals embody a spectrum where intellectual or creative gifts coexist with learning disabilities, attention deficit hyperactivity disorder, autism spectrum disorder, or other developmental disabilities, including a learning disability.
Understanding the journey of a twice exceptional learner involves grasping the concept of asynchrony; it is where their cognitive, social, emotional, or physical development diverges, creating an intricate mosaic of advanced abilities and areas in need of support.
Twice exceptional children frequently pose a perplexing situation, displaying a blend of exceptional strengths and deficits that can manifest in unpredictable academic performance and behavioral or social-emotional issues.
These intellectually gifted children, also known as gifted students, might demonstrate remarkable abilities in non-academic domains such as the arts, demonstrating superior range in creativity or leadership, which may extend beyond the confines of a traditional classroom setting. Nevertheless, it can be challenging to recognize these gifts, as they are not solely defined by high intelligence but also by the presence of a distinct area of giftedness.
Some common characteristics of twice exceptional children include:
- High intelligence combined with learning disabilities or attention issues
- Advanced problem-solving skills paired with social or emotional challenges
- Exceptional creativity alongside difficulties with organization or executive functioning
- Intense focus and passion for specific subjects or hobbies, but struggles with traditional academic tasks
Identifying and supporting twice exceptional children requires a comprehensive understanding of their unique strengths and challenges. By providing appropriate accommodations and individualized support, these children can thrive and reach their full potential.
This approach is essential when it comes to supporting twice exceptional students, as their needs may differ from those of other exceptional children.
Identifying the 2e Child: Traits and Challenges
In the realm of exceptional children, twice exceptional or 2e kids are like hidden treasures waiting to be unearthed. Gifted children with 2e profiles shine with an extraordinary brilliance in critical thinking and problem-solving, driven by an insatiable curiosity and often accompanied by heightened sensitivity to sensory stimuli. Yet, such a child may grapple with social nuances, finding solace and focus in domains that spark their intense interest.
In the academic realm, the intellectual capabilities of a 2e student are frequently masked by challenges such as disorganized thoughts, difficulty in translating advanced vocabulary onto paper, and executive function struggles, such as organizing and regulating emotions. This presents a paradox where their exceptional talents can both hide and be overshadowed by their learning challenges, resulting in misconceptions and underachievement.
The Role of Professional Assessment
The identification of a twice exceptional child requires a nuanced approach that goes beyond the usual tests and evaluations. Specialists who truly get the unique 2e profile are the ones who can see the full picture of a child’s strengths and learning differences.
It’s like putting together a puzzle with pieces that don’t always seem to fit at first. A multidimensional assessment strategy, using both formal and informal tools, is essential to really understand a 2e learner’s educational needs.
Adaptations in assessment criteria and the thoughtful interpretation of inconsistent IQ test scores can help reveal the uneven development seen in 2e profiles. However, there's a risk that the talents of twice exceptional children might go unnoticed because their assessment results can be affected by their unique learning and thinking styles.
Tools like the Wechsler Intelligence Scale for Children help understand the intellect of twice exceptional students and are essential in the professional assessment process, shining a light on the true potential of these exceptional students.
Strategies for Supporting Twice Exceptional Learners at Home and School
Cultivating the growth of twice exceptional learners calls for a flexible and supportive learning environment that fits their unique needs. At school, allowing 2e students control over their working conditions, such as the use of noise-canceling headphones, and providing alternative, engaging activities can keep these highly sensitive students focused.
Parents play a crucial role as well, becoming advocates for their children by understanding their unique learning challenges and strengths, and partnering with schools to maintain a positive focus on what their children are capable of achieving.
Differentiated instruction, leveraging a student’s strengths and interests, plays a vital role in nurturing the potential of twice exceptional learners.
Creative outlets like independent study projects can significantly fuel their motivation and academic success. Additionally, compensatory strategies—ranging from providing class notes in advance to allowing fidgeting—can smooth the educational path for those with learning problems, ensuring that they can make the most of their educational experiences.
Creating an Inclusive Educational Environment
Inclusivity in the classroom goes beyond being a lofty ideal; it forms a critical element for the success of twice exceptional students. Adjustments such as extending assessment times and using oral questioning can help 2e students demonstrate their knowledge without the constraints of their learning differences.
Encouraging risk-taking and reframing setbacks as learning opportunities can foster a growth mindset, while aligning classroom activities with students’ interests can significantly enhance their engagement and learning.
Individualized supports, like IEPs or ICT classes, offer a structured yet flexible approach to addressing the complex educational needs of these exceptional children. Children with ADHD, dyslexia or other learning challenges may need direct instruction through an IEP.
By setting talent-development goals, educators can aid 2e students in building self-confidence and connecting with peers who share similar interests. Ensuring that educational assessments are devoid of cultural and language biases is also crucial in creating a genuinely equitable learning environment.
A respectful and safe learning environment, where behavioral issues are understood and addressed, can promote inclusivity and a sense of belonging for all students, especially those who are twice exceptional.
The Social-Emotional Aspect of Being 2e
The journey of a twice exceptional child extends beyond academics; it’s significantly entwined with the social-emotional sphere. Low self-esteem and emotional challenges often arise from the frustration of untapped potential and the struggles with learning differences.
The impact of these emotional struggles can ripple through their school performance, leading to anxiety, depression, and behavioral challenges that dampen their enthusiasm for learning.
The disconnect between 2e students and their same-age peers can contribute to social awkwardness and further behavioral challenges, making it hard for others to see their giftedness. Think of it like having a superpower that no one notices because you're also dealing with everyday struggles.
Educators must acknowledge the importance of addressing these social-emotional aspects while considering individual needs and providing appropriate accommodations.
Navigating Resources for 2e Education
For parents, securing appropriate special education services for twice exceptional children can prove to be a challenging task. Fortunately, there are resources available, including:
- Public school programs that allow 2e students to progress at their own pace
- Individualized Education Programs (IEPs) that provide a formal support structure under the Individuals with Disabilities Education Act (IDEA)
- Enrichment programs in non-traditional settings, such as museums and colleges, that offer additional avenues to enhance 2e children’s talents.
Specialized schools like Bridges Academy in Los Angeles have emerged to cater specifically to 2e students, providing environments that nurture both their gifts and learning differences.
Gifted education plays a crucial role in these institutions. Organizations such as Twice Exceptional Children’s Advocacy (TECA) and the Gifted Homeschoolers Forum (GHF) offer resources and support to help parents navigate and secure appropriate education for their 2e children.
Real Stories of Twice Exceptional Students
Personal stories hold unparalleled power in shedding light on the experiences of twice exceptional children. Dr. Melanie Hayes has gathered real-life narratives from interviews with parents of 2e children, highlighting the everyday challenges and small victories they encounter. These stories, filled with genuine experiences and direct quotes, protect the privacy of those involved while offering a relatable glimpse into their world.
By sharing these heartfelt journeys, we hope to deepen understanding of twice exceptional learners and celebrate the unique diversity within the 2e community.
Parents of 2e children often find themselves on a unique journey, navigating the intricate maze of educational and social systems to ensure their kids get the understanding and accommodations they need. These parents become fierce advocates, learning to balance their child's extraordinary gifts with their distinct challenges.
By sharing these stories, we hope to deepen comprehension of twice exceptional learners and to celebrate the diversity that exists within the 2e community.
Preparing for the Future: Life Beyond the Classroom
For twice exceptional students, the transition from the classroom to the world beyond marks a critical turning point. To thrive in higher education and the workforce, they often need explicit instruction in executive functioning, organizational and study skills, which are not innately possessed by all.
Building competencies in time management and goal-setting can significantly enhance the adaptability and resilience of 2e individuals throughout their lives.
Problem-solving skills hold particular significance, enabling 2e students to handle complex challenges they will face in the future. Mentorship can play an invaluable role by providing insights into various career paths and the expectations of the professional world.
Specialized transition programs can also be instrumental in helping 2e students develop the social-emotional skills necessary for a smooth integration into college and the broader community.
Supporting Gifted Children
As we draw the curtains on our exploration of twice exceptionality, it’s clear that the key to nurturing these unique learners lies in understanding their complex profiles, advocating for their needs, and celebrating their strengths.
With the right support, 2e students can not only excel academically but also flourish as individuals, paving their way to a future filled with promise and potential. Let their stories inspire us to create a world where every child’s gifts are recognized and nurtured, and every challenge is met with compassion and creativity.
Key Takeaways
- Twice exceptional (2e) children possess a combination of remarkable intellectual or creative gifts and certain developmental disabilities, which necessitates a nuanced understanding of their asynchronous development to effectively support their unique needs.
- Proper identification of 2e students hinges on comprehensive, multi-faceted assessments that acknowledge the complexities of their intellectual gifts and learning challenges, often requiring tailored criteria and skilled interpretation.
- Educational and home support strategies for 2e learners must be individualized and flexible, incorporating differentiated instruction and inclusive classroom environments to enhance their engagement, build self-esteem, and promote academic success.
What does twice exceptional mean?
Twice exceptional refers to neurodivergent individuals who are both gifted and face learning disabilities or developmental disorders, such as ADHD or autism spectrum disorder. It's a term used to describe people who have exceptional abilities alongside challenges in learning or development.
How can I tell if my child is twice exceptional?
You can tell if your child is twice exceptional by observing exceptional problem-solving skills, intense curiosity, social difficulties, and academic struggles. It's important to seek professional assessments from specialists familiar with 2e profiles.
What kind of support do 2e students need at school?
2e students need a supportive and inclusive learning environment, differentiated instruction, and compensatory strategies to address their unique needs and learning challenges. This support can help them thrive in school.
Are there specialized schools for 2e students?
Yes, specialized schools like Bridges Academy in Los Angeles cater specifically to the needs of 2e students, providing environments that nurture both their gifts and learning differences.
What can parents do to support their twice exceptional children?
To support their twice exceptional children, parents can become knowledgeable about their strengths and needs, collaborate with schools, and access resources from organizations like TECA and GHF to secure appropriate education and support. This will help in providing the necessary support for their children's unique needs.
Citations
Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-Exceptional Learners. Gifted Child Quarterly, 57(3), 169–180. https://doi.org/10.1177/0016986213490021
Groen, Y., Priegnitz, U., Fuermaier, A. B. M., Tucha, L., Tucha, O., Aschenbrenner, S., Weisbrod, M., & Garcia Pimenta, M. (2020). Testing the relation between ADHD and hyperfocus experiences. Research in Developmental Disabilities, 107, 103789. https://doi.org/10.1016/j.ridd.2020.103789
Guénolé, F., Louis, J., Creveuil, C., Montlahuc, C., Baleyte, J. M., Fourneret, P., & Revol, O. (2013). Étude transversale de l'anxiété trait dans un groupe de 111 enfants intellectuellement surdoués [A cross-sectional study of trait-anxiety in a group of 111 intellectually gifted children]. L'Encephale, 39(4), 278–283. https://doi.org/10.1016/j.encep.2013.02.001
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