Understanding Twice-Exceptional Children: Identification and Support

Twice-exceptional (2e) children are unique individuals who possess both high intellectual abilities (often an IQ of 130 or above) and learning disabilities or other challenges. This duality often makes it difficult for these children to thrive in traditional educational settings, as their exceptional talents may mask their difficulties, and vice versa. Understanding and supporting 2e children requires a nuanced approach that addresses both their strengths and their needs.

Identifying Twice-Exceptional Children

Identifying a 2e child can be challenging because their intellectual capabilities can sometimes compensate for their disabilities, leading to underdiagnosis. Conversely, their disabilities can mask their giftedness.

According to Attitude Magazine, “2e children are often highly creative, hold varied and intense interests, exhibit sharp problem-solving skills, and have a sophisticated sense of humour.”

Children with 2e often show the following:

• Quick learning
• Robust memories
• Extensive vocabularies
• Sophisticated understanding of subtleties
• advanced comprehension of nuances
• Intense curiosity
• Profound emotional depth
• Creative thinking

Additude Magazine continues to say that children with 2e may present both above and below average intellectual scores on different scales.

And while these children display definite strengths, 2e is associated with the wider spectrum of neurodivergent disabilities such as ADHD, ASD and dyslexia.

 In conjunction, they may struggle with:

• social interaction
• variable performance
• Lack of organisation
• Executive function challenges (see our article on that here)
• Difficulty with transitions and initiating tasks
• Poor written expression
• Fatigue, anxiety or sadness

Testing for 2e

Psychologists often use an integrated approach, combining results from multiple tests and sources to form a comprehensive picture of the child’s abilities and needs. This approach helps in identifying the dual aspects of giftedness and learning disabilities, ensuring that both are addressed in the child’s education plan.

Some of the most commonly used assessments are:

Wechsler Intelligence Scale for Children (WISC-V): Measures various aspects of intelligence, including verbal comprehension, perceptual reasoning, working memory, and processing speed.

Stanford-Binet Intelligence Scales: Another widely used intelligence test that assesses fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory.

Woodcock-Johnson Tests of Cognitive Abilities: Evaluates broad cognitive abilities and specific cognitive functions that are essential for learning.

Wechsler Individual Achievement Test (WIAT): Measures academic strengths and weaknesses across various subjects including reading, mathematics, written language, and oral language.

It’s important to note that in many cases, 2e children often exhibit significantly varied scores across different assessment sections. These disparities and inconsistencies, known as discrepancy scoring, typically guide psychologists in identifying and focusing on specific deficits.

For example, in a 2018 study of 360 gifted students, revealed unusual scoring patterns on the WISC-V, quite unlike those of average children.

The gifted children scored highest in the three index areas most heavily loaded for abstract reasoning: Verbal Comprehension, Visual Spatial, and Fluid Reasoning. They scored lower in processing skills, including Working Memory and Processing Speed.

Helping Your Twice-Exceptional Child

Supporting a 2e child requires a balanced approach that nurtures their gifts while addressing their challenges. Here are some strategies:

Comprehensive Evaluation: Seek a thorough evaluation from a psychologist or educational specialist who can assess both the child’s intellectual abilities and learning difficulties. This evaluation should include cognitive, academic, and behavioural assessments.

Individualized Education Plan (IEP): Work with your child’s school to develop plan that accommodates their unique needs. This plan should outline specific goals, accommodations, and services.

Strength-Based Approach: Focus on their strengths to build confidence and motivation. Provide opportunities for them to explore and develop their talents through enrichment programs, clubs, or advanced classes.

Targeted Interventions: Implement interventions to address their specific learning challenges. For example, a child with dyslexia might benefit from specialised reading instruction, while a child with ADHD might need behavioural therapy or organisational support.

Social and Emotional Support: Assist your child in broadening their emotional vocabulary to better express their needs and encourage the development of healthy friendships.  Provide emotional support to help them cope with frustration and anxiety. Encourage open communication about their feelings and provide strategies for managing stress.

Collaborate with Educators: Schools provide minimal training for teachers on twice exceptionality. To address this gap, give your child’s teachers easily accessible resources, such as a checklists (or this article). Maintain regular communication with your child’s teachers and support staff to monitor their progress and adjust interventions as needed.

Find a support group to help you work through challenges, share ideas, and feel less alone.

Twice-exceptional children possess a unique combination of strengths and challenges that require a comprehensive and individualized approach to education. By understanding the characteristics of 2e children and implementing targeted interventions and support, parents and educators can help these children reach their full potential. It is through collaboration, flexibility, and a focus on strengths that 2e children can thrive academically, socially, and emotionally.

References

ADDitude Editors. (2023). How to Identify and Support a Twice-Exceptional Child. ADDitude. Retrieved from ADDitude Magazine.

Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Understanding Twice-Exceptional Students: Characteristics and Strategies for Success. Prufrock Press.

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.

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. Prufrock Press.

National Association for Gifted Children (NAGC). (2023). Twice-Exceptional (2e) Students. Retrieved from NAGC.

Silverman, L. K. (2018). NAGC Position Statement on Use of the WISC-V for Gifted and Twice Exceptional Identification. Gifted Development Center. Retrieved from Gifted Development Center.