Twiceexceptional

Twice-exceptional, often abbreviated 2e, describes individuals who are both academically gifted and have one or more disabilities or learning differences. The term emphasizes the coexistence of high potential and learning barriers, which can mask talent.

Prevalence estimates vary; researchers note that 2e is difficult to quantify due to varied definitions and testing, and in practice many gifted students with disabilities remain underidentified.

Characteristics include uneven cognitive profiles, advanced reasoning in some domains alongside significant struggles in others; executive function deficits; high levels of curiosity; risk of underachievement; social or emotional difficulties such as anxiety or perfectionism; and sensory processing differences.

Identification typically requires a comprehensive evaluation beyond standard IQ tests, including measures of achievement, processing speed, executive function, behavior, and functional impact; underidentification is common.

Educational approaches emphasize individualized plans (IEPs or 504 plans in the U.S.), acceleration or enrichment opportunities, curriculum compacting, and instruction that targets both strengths and weaknesses; pacing and choice; support for executive function; social-emotional interventions; accommodations such as extended time or assistive technology.

The goal is to provide an appropriate challenge while addressing learning barriers, avoiding mislabeling, and fostering well-being.

In practice, 2e can pose challenges for schools due to resource constraints and the need for specialized assessment and programming.

See also: gifted education, learning disabilities, autism spectrum disorder, ADHD, dyslexia.