The term “twice-exceptional” is used to describe gifted children who have the characteristics of giftedness (e.g., high intellect) and therefore have the potential for high academic achievement. However, these children also have challenges in one or more areas that impact their learning and development.
This may include a specific learning disorder (e.g., in reading, mathematics, or written language), Attention Deficit Hyperactivity Disorder (ADHD), speech/language disorders, Autism Spectrum Disorder (ASD), physical disabilities, or emotional/behavioral difficulties. Thus, twice-exceptional children have both “exceptional ability and disability” (www.nagc.org).
In these cases, a child’s challenges may overshadow their giftedness. In fact, many twice-exceptional children are often identified as gifted only after they are referred for assessment for other reasons. This is often the case with children who are gifted yet also struggle with attention deficits. These children, despite being gifted, often have difficulty in the classroom where organization, attention, multi-tasking, and planning are needed to be successful.
Gifted children may also mask or hide specific learning deficits by using their areas of strength to compensate for areas of weakness. For instance, a child may use their exceptional memory to compensate for word decoding deficits in reading. In these cases, a child’s learning disorder often isn’t identified (if at all) until much later (e.g., adolescence or early adulthood), when the academic demands exceed their ability to use compensatory strategies. These children are also at risk of slipping through the cracks for obtaining support, as they may still attain “grade level” despite their challenges.
A comprehensive psychoeducational assessment can be helpful to clarify whether a child is gifted in conjunction with other potential difficulties or disorders. These assessments are then used to help develop an individualized plan that meets each child’s unique learning and behavioral needs. An intervention plan will most typically include recommendations for advanced learning opportunities to support a child’s talents and strengths, while also providing specific strategies and accommodations to support areas of relative weakness or concern.
For children who possess both exceptional ability and a disability, obtaining the right educational program can be challenging. As a parent, you can advocate for your child by collaborating with his/her school and psychologist to develop a specific plan that will help your child meet their best potential while supporting their emotional adjustment in the classroom. For twice-exceptional children who are correctly identified and supported, they can feel more confident and less frustrated with their school experience, and be set up to better meet their full potential.
Source: National Association for Gifted Children (www.nagc.org)
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