A Guide for Parents
Understanding Twice-Exceptionality
A twice-exceptional (2e) child is a learner who is both gifted and has a learning difference or neurodevelopmental condition.
These conditions may include:
- ADHD
- autism spectrum differences
- dyslexia
- dysgraphia
- anxiety disorders
- sensory processing challenges
Because these children have both strengths and challenges, their learning profiles can be complex and sometimes misunderstood.
Why Twice-Exceptional Learners Are Often Missed
Researchers describe several ways that giftedness and learning challenges can mask each other.
For example:
Giftedness masking disability
A child’s high intelligence may compensate for learning difficulties, hiding the disability.
Disability masking giftedness
Learning challenges may prevent the child from demonstrating their full intellectual potential.
Both masking each other
The child may appear average despite significant strengths and weaknesses.
Because of this masking effect, many twice-exceptional learners are identified later than either gifted learners or students with learning disabilities alone.
Possible Signs of Twice-Exceptionality
Parents may notice patterns such as:
- exceptional reasoning ability with inconsistent school performance
- advanced vocabulary but difficulty with writing
- strong creativity paired with attention challenges
- deep knowledge of specific topics but difficulty completing assignments
- frustration or anxiety related to schoolwork
These children may demonstrate remarkable insight and creativity while also struggling with executive functioning or learning processes.
Educational Needs of Twice-Exceptional Learners
Research suggests that effective support for 2e learners includes both talent development and accommodations for learning differences.
Strength-Based Learning
Education should nurture areas of strength and interest.
Appropriate Accommodations
Examples include:
- assistive technology
- flexible assignments
- organizational supports
Collaboration
Effective support typically involves cooperation among:
- parents
- teachers
- psychologists
- specialists
Emotional Support
Twice-exceptional learners often benefit from guidance that helps them understand their unique profile of strengths and challenges.
When to Seek Professional Evaluation
Parents may consider professional assessment if a child shows:
- significant gaps between ability and school performance
- persistent frustration with schoolwork
- strong intellectual curiosity combined with learning difficulties
Comprehensive evaluation by qualified professionals may help identify both giftedness and learning differences.
References
Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more (3rd ed.). Waco, TX: Prufrock Press.
Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptional students: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3–17. https://doi.org/10.1177/0016986210382575
Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217–230. https://doi.org/10.1177/0016986214529826
National Association for Gifted Children. (2013). Twice-exceptional students: NAGC position statement. Washington, DC: National Association for Gifted Children.
Further Reading
National Association for Gifted Children
https://www.nagc.org
Davidson Institute for Talent Development
https://www.davidsongifted.org
SENG (Supporting Emotional Needs of the Gifted)
https://www.sengifted.org
Hoagies’ Gifted Education Page
https://www.hoagiesgifted.org
