Twice exceptional
Encyclopedia
The term twice exceptional, often abbreviated as 2e, is commonly applied to high-ability children who have learning difficulties. It refers to the fact that these children are exceptional both because of their intellectual gifts and because of their special needs.
A 2e child usually refers to a child who, alongside being considered intellectually above average, is formally diagnosed with one or more disabilities. The disabilities are varied: dyslexia
, visual or auditory processing disorder
, obsessive-compulsive disorder
, sensory processing disorder
, Asperger syndrome
, Tourette Syndrome
, or any other disability interfering with the student's ability to learn effectively in a traditional environment. The child might have a diagnosis of attention deficit disorder, with or without hyperactivity, or diagnoses of anxiety
or depression
.
There is no clear-cut profile of twice-exceptional children because the nature and causes of twice exceptionality are so varied. Some 2e children may have no formal diagnosis, but do have learning differences of other kinds, such as in learning style or preference, that make it hard to function in a standard classroom. This variation among twice-exceptional children makes it difficult to determine just how many of them there might be. Some estimates place the number at 2 to 5 percent of all gifted children, while others believe it to be higher.
In each situation, the 2e student’s strengths help to compensate for deficits; the deficits, on the other hand, make the child’s strengths less apparent. The interplay of exceptional strengths and weaknesses in a single individual results in inconsistency in performance. A 2e student’s grades commonly alternate between high and low, sometimes within the same subject. The child might have advanced vocabulary and ideas but be unable to organize those ideas and express them on paper. He might be a skilled artist or builder but turn in assignments that are messy or illegible. She might complete assignments but lose them or forget to turn them in. To the parents and teachers observing this behavior, it may seem that the child just isn’t trying. In fact, many 2e children work as hard if not harder than others, but with less to show for their efforts.
This struggle to accomplish tasks that appear easy for other students can leave 2e children frustrated, anxious, and depressed. It can rob them of their enthusiasm and energy for school and damage their self-esteem.
|+ Typical Characteristics of Twice-Exceptional Children>
! style="background:grey;color:white;"|Deficits>
| style="border:1px grey" |* Poor social skills>
| style="border:1px grey" |* High sensitivity to criticism>
| style="border:1px grey" |* Lack of organizational and study skills>
| style="border:1px grey" |* Discrepant verbal and performance skills>
| style="border:1px grey" |* Poor performance in one or more academic areas>
| style="border:1px grey" |* Difficulty with written expression>
| style="border:1px grey" |* Stubborn, opinionated demeanor>
| style="border:1px grey" |* High impulsivity>
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. 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.
(IEP) or 504 plan.
Support can come in several forms. An essential form is encouragement; others include compensation strategies and accommodations in the child’s areas of weakness. For example, 2e students may benefit from learning time-management skills and organizational techniques; and they may need to have extra time on tests and reduced homework.
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 (Internet-based) schools.
Only a handful of schools in United States offer a curriculum specifically tailored to 2e children. Some public schools around the country offer part-time programs for their students.
A 2e child usually refers to a child who, alongside being considered intellectually above average, is formally diagnosed with one or more disabilities. The disabilities are varied: dyslexia
Dyslexia
Dyslexia is a very broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, or rapid...
, visual or auditory processing disorder
Auditory processing disorder
Auditory Processing Disorder , also known as Central Auditory Processing Disorder is an umbrella term for a variety of disorders that affect the way the brain processes auditory information. It is not a peripheral hearing disorder as individuals with APD usually have normal peripheral hearing...
, obsessive-compulsive disorder
Obsessive-compulsive disorder
Obsessive–compulsive disorder is an anxiety disorder characterized by intrusive thoughts that produce uneasiness, apprehension, fear, or worry, by repetitive behaviors aimed at reducing the associated anxiety, or by a combination of such obsessions and compulsions...
, sensory processing disorder
Sensory processing disorder
Sensory processing disorder or SPD is a neurological disorder causing difficulties with taking in, processing and responding to sensory information about the environment and from within the own body .For those with SPD, sensory information may be sensed and perceived in a way that is different from...
, Asperger syndrome
Asperger syndrome
Asperger's syndrome that is characterized by significant difficulties in social interaction, alongside restricted and repetitive patterns of behavior and interests. It differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development...
, Tourette Syndrome
Tourette syndrome
Tourette syndrome is an inherited neuropsychiatric disorder with onset in childhood, characterized by multiple physical tics and at least one vocal tic; these tics characteristically wax and wane...
, or any other disability interfering with the student's ability to learn effectively in a traditional environment. The child might have a diagnosis of attention deficit disorder, with or without hyperactivity, or diagnoses of anxiety
Anxiety
Anxiety is a psychological and physiological state characterized by somatic, emotional, cognitive, and behavioral components. The root meaning of the word anxiety is 'to vex or trouble'; in either presence or absence of psychological stress, anxiety can create feelings of fear, worry, uneasiness,...
or depression
Clinical depression
Major depressive disorder is a mental disorder characterized by an all-encompassing low mood accompanied by low self-esteem, and by loss of interest or pleasure in normally enjoyable activities...
.
There is no clear-cut profile of twice-exceptional children because the nature and causes of twice exceptionality are so varied. Some 2e children may have no formal diagnosis, but do have learning differences of other kinds, such as in learning style or preference, that make it hard to function in a standard classroom. This variation among twice-exceptional children makes it difficult to determine just how many of them there might be. Some estimates place the number at 2 to 5 percent of all gifted children, while others believe it to be higher.
Misunderstood Children
The combination of marked strengths and weaknesses found in 2e children can result in behavior and academic performance that puzzle parents, teachers, and even some medical and mental health professionals. Because their disabilities or deficits are often not apparent to those around them, twice-exceptional children may appear to be uninterested, lazy, distracted, or disruptive in class. They might present any of the three profiles identified by educator and researcher Susan Baum:- Bright but not trying hard enough
- Learning disabled but with no exceptional abilities
- Average.
In each situation, the 2e student’s strengths help to compensate for deficits; the deficits, on the other hand, make the child’s strengths less apparent. The interplay of exceptional strengths and weaknesses in a single individual results in inconsistency in performance. A 2e student’s grades commonly alternate between high and low, sometimes within the same subject. The child might have advanced vocabulary and ideas but be unable to organize those ideas and express them on paper. He might be a skilled artist or builder but turn in assignments that are messy or illegible. She might complete assignments but lose them or forget to turn them in. To the parents and teachers observing this behavior, it may seem that the child just isn’t trying. In fact, many 2e children work as hard if not harder than others, but with less to show for their efforts.
This struggle to accomplish tasks that appear easy for other students can leave 2e children frustrated, anxious, and depressed. It can rob them of their enthusiasm and energy for school and damage their self-esteem.
Typical characteristics
Children identified as twice exceptional can exhibit a wide range of traits, many of them typical of gifted children. Like those who are gifted, 2e 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.! style="background:grey;color:white;"|Deficits>
| style="border:1px grey" |* Poor social skills>
| style="border:1px grey" |* High sensitivity to criticism>
| style="border:1px grey" |* Lack of organizational and study skills>
| style="border:1px grey" |* Discrepant verbal and performance skills>
| style="border:1px grey" |* Poor performance in one or more academic areas>
| style="border:1px grey" |* Difficulty with written expression>
| style="border:1px grey" |* Stubborn, opinionated demeanor>
| style="border:1px grey" |* High impulsivity>
Identifying a child as twice exceptional
Twice exceptionality often shows up in school. In their early years, these children often seem bright, with varied interests and advanced vocabularies; and many times parents are unaware that they have a 2e child. Teachers often spot problems in 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. 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.
Helping the 2e child to be successful
Their strengths are the key to success for twice-exceptional children. They thrive on intellectual challenges in their areas of interest and ability. Many 2e children do best when given work that engages multiple senses and offers opportunities for hands-on learning. However, a requirement for success for these students is support, either given informally as needed or formalized in an Individualized Education ProgramIndividualized Education Program
In the United States an Individualized Education Program, commonly referred to as an IEP, is mandated by the Individuals with Disabilities Education Act...
(IEP) or 504 plan.
Support can come in several forms. An essential form is encouragement; others include compensation strategies and accommodations in the child’s areas of weakness. For example, 2e students may benefit from learning time-management skills and organizational techniques; and they may need to have extra time on tests and reduced homework.
Education
Twice-exceptional education is a movement that started in the early 1970s with 'gifted handicapped' education, a term essentially referring to the same population. 2e education is an education approach backed by 35 years of research and best practices tailored to the unique needs of 2e students. It is a marriage between special education and gifted education—a strengths-based, differentiated approach that provides special educational supports.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
Homeschooling
Homeschooling or homeschool is the education of children at home, typically by parents but sometimes by tutors, rather than in other formal settings of public or private school...
and virtual (Internet-based) schools.
Only a handful of schools in United States offer a curriculum specifically tailored to 2e children. Some public schools around the country offer part-time programs for their students.
See also
- Bridges AcademyBridges AcademyBridges Academy is a grade 5-12 middle and college preparatory high school dedicated to educating students who are twice exceptional, or "2e," located in Studio City, Los Angeles, California.- History :...
- The Lang SchoolThe Lang SchoolThe Lang School is an independent not-for-profit K-8 school for gifted children with ADHD, dyslexia and other language-based learning differences, anxiety, sensory processing challenges or, simply, underachievement. It is the only independent elementary school in the United States to serve the...
- Gifted and talented education
- Exceptional education
- Learning disabilityLearning disabilityLearning disability is a classification including several disorders in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors...
Further reading
- Bellis, T. J. (2002). When the Brain Can’t Hear: Unraveling the Mystery of Auditory Processing Disorder. New York: Atria.
- Bireley, M. (1995). Crossover Children: A Sourcebook for Helping Children Who Are Gifted and Learning Disabled. Reston, VA: Council for Exceptional Children.
- Curtis, S. E. (2008). Understanding Your Child’s Puzzling Behavior: A Guide for Parents of Children with Behavioral, Social, and Learning Challenges. Bainbridge Island, WA: Lifespan Press.
- Dendy, C. A. Z. (2000). Teaching Teens with ADD and AD/HD: A Quick Reference Guide for Teachers and Parents. Bethesda, MD: Woodbine House.
- Eide, B. & F. (2006). The Mislabeled Child. New York: Hyperion.
- Johnsen, S. K. & Kendrick,J. (2005). Teaching Gifted Students with Disabilities. Waco: Prufrock Press.
- Levine, M. (2002). The Myth of Laziness. New York: Simon & Schuster.
- Lovecky, Deirdre (2004). Different Minds: Gifted Children With AD/HD, Asperger Syndrome, and other Learning Deficits. London: Jessica Kingsley Publishers.
- Miller, L. J. (2006). Sensational Kids: Hope and Help for Children with Sensory Processing Disorder. New York: G.P. Putnam’s Sons.
- Probst, B. (2008). When the Labels Don’t Fit: A New Approach to Raising a Challenging Child. New York: Three Rivers Press.
- 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
- Silverman, L. (2002). Upside-Down Brilliance: The Visual-Spatial Learner. Denver: DeLeon Publishing, Inc.
- Vail, Priscilla (1989). Smart Kids with School Problems: Things to Know and Ways to Help. New York: Plume.
- Weinfeld, R., Jeweler, S., Barnes-Robinson, L., Shevitz, B. (2006). Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential. Waco: Prufrock Press.