Our Students

2e Facts and Information

What does “twice-exceptional” (2e) mean?

Twice-exceptional refers to individuals who possess both high intellectual abilities and one or more neurodivergent conditions. These conditions can include, but are not limited to:

Attention-Deficit/Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder (ASD)
Generalized Anxiety Disorder (GAD)
Specific Learning Disabilities (SLD)

What percentage of students are twice-exceptional?

Approximately 6% of all K-12 students

Currently, the number of students who are twice-exceptional is unclear, as data on these students is not captured by federal or state departments of education. However, when combining the data from the National Association of Gifted Children (NAGC) and the Individuals with Disabilities Education Act (IDEA), it is reasonable to estimate that 6% of all school-age students are twice-exceptional.

How are twice-exceptional students identified?

Many 2e students go unidentified. The process to get identified is complicated, and most school districts do not have a system for identifying 2e students. Another thing that makes identifying some 2e students difficult is that one of their exceptionalities may hide their other exceptionalities. For example, a school may be so concerned with a student’s ADHD that they do not even consider their high intelligence.

What are the characteristics of twice-exceptional students?

There are too many characteristics to list for a twice-exceptional student; each one is unique. However, a few common characteristics of 2e students include:

Above average critical thinking and problem-solving
Above average sensory needs, above average reactions to sounds, smells, tastes, etc…
Low self-esteem, often associated with perfectionism
Poor social skills
Extreme ability to work deeply in areas of interest

How do you support twice-exceptional students?

First and foremost, 2e students need a supportive learning environment that supports all of their exceptionalities.
Teach to their strengths. Let them dive deep into their areas of interest and foster other learning while focusing on their intense areas of interest.
Address Social and Emotional Needs. Provide direct instruction in valuing differences and learning styles, pragmatic language, flexibility, and defining excellence through growth, not perfectionism.
Support Executive Functioning. Direct instruction in organization, time management, and study skills.

References:
(2021, May 31). Twice Exceptional: Definition, Characteristics, and Identification. Davidson Institute. Retrieved November 6, 2024, from https://www.davidsongifted.org/
(2010, March 18). Twice Exceptional Students: Who They Are and What They Need. Davidson Institute. Retrieved November 6, 2024, from https://www.davidsongifted.org/