By: Chris Rice, MA, CAS (AIG School Psychologist)
"Why would they need extra help if they’re gifted?"
This is a question that I have heard numerous times, and, quite frankly, it makes me cringe every time. Regardless of the label affixed to a student, students are… well, students. Gifted, talented, disabled, all of the above—it doesn’t matter. Students, at some point in their lives, will struggle and require support. For our twice-exceptional (2e) students, the support needed might be more complex and involved (this doesn’t make it impossible).
Defining Twice-Exceptionality (2e)
While the area of twice-exceptionality research is not new, it is something that continues to confuse many partners in education (i.e., teachers, administrators, specialists, parents, and even students). So, what is 2e?
Simply put, a twice-exceptional learner is someone who is identified as gifted AND has a diagnosed disability—hence, two exceptionalities. These learners are those that are served in gifted programming and might be identified as having a learning disability (LD), Autism Spectrum Disorder (ASD), Attention Deficit-Hyperactivity Disorder (ADHD), visual impairments, emotional disabilities, and others.
These students can “live” in two distinct worlds. One world celebrates their advanced abilities, creativity, and unique talents. The other world requires specialized support and accommodations to ensure their disabilities don’t prevent them from accessing and fully participating in learning. A student who is both gifted and has a disability might excel in some areas but find other tasks or settings incredibly challenging. This “both/and” reality is why they need the extra help and support.
Common Challenges for 2e Learners
Navigating these two worlds is not always easy. For example, a 2e student may have advanced math skills but struggle with reading comprehension. Or they may create detailed, insightful art but struggle to manage organization and deadlines. These seemingly conflicting needs can lead to misunderstandings and unmet needs if educators and caregivers aren't aware of the full picture.
Commonly, 2e students experience:
Underestimation of Needs: Their strengths may mask their struggles, leading others to believe they “shouldn’t need” extra support.
Uneven Academic Performance: They may excel in some subjects while struggling significantly in others, making it difficult for educators to find a consistent way to support them.
Behavioral Challenges: Due to frustration, anxiety, or feelings of inadequacy, they may exhibit behaviors that mask their capabilities or derail learning altogether.
Isolation and Peer Issues: 2e students often feel different from their peers, which can lead to social isolation or a reluctance to participate in class.
Supporting 2e Learners
Individualized Education Programs (IEPs) and 504 Plans can be lifelines for twice-exceptional learners. These tools provide a structured way to address both their gifts and their needs. While IEPs are typically reserved for students with a more significant level of disability support, they can outline specific accommodations and goals to help the student thrive academically and socially. A 504 Plan, while less intensive, can still be incredibly impactful by offering essential accommodations like extended time, alternate seating, or sensory breaks.
The key is to think in terms of flexibility and customization. A 2e learner might need enriched learning opportunities and simultaneous support with executive functioning, attention, or emotional regulation. These students benefit from collaborative planning among their entire educational team, including their teachers, school counselors, psychologists, and family members. A coordinated effort ensures that their giftedness and disabilities are both acknowledged and supported, allowing the student to build confidence in all areas.
Advocating for Your 2e Learner
Advocacy for 2e learners means championing both their gifts and their challenges without downplaying either. As a parent or educator, advocating might mean having frequent conversations with the student’s team, pushing for testing or accommodations, or asking teachers to consider creative strategies in the classroom. Sometimes, it means encouraging the student to self-advocate—to communicate what they need, when they need it, and why.
With the right support, these students can soar. Twice-exceptional learners are not just resilient; they are resourceful, empathetic, and often wildly creative problem-solvers. When we advocate for a “both/and” approach, we make room for them to develop their whole selves, equipping them not just for school but for life.
Questions to Consider:
What are some specific strategies or approaches you've seen (or would like to see) in classrooms to balance support for both strengths and challenges in twice-exceptional students?
In what ways can educators and families collaborate more effectively to ensure that a twice-exceptional student's needs are fully met, both academically and emotionally?
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