What is 2e?
A Guide to Twice-Exceptionality
Gifted children come with a certain set of needs. The same is true for students with learning challenges or disabilities. But what about kids who fall into both groups? Does your child excel in some academic or interest area but struggle greatly in others? Are they proficient at verbal communication but struggle to write, or vice-versa? These are overly broad but frequent descriptions of twice-exceptional learners.
These children known as 2e display amazing gifts, talents, or potential in some areas while also being challenged in other areas with learning differences, such as ADHD or autism spectrum disorder, sensory issues, dyslexia, dysgraphia, dyscalculia, and more.
This population of students is notable in that their dual diagnosis results in a paradoxical set of needs. Such youngsters require both remediation and enrichment, as well as special counseling to help them grasp the mix of conditions with which they must learn to succeed. And even more important is to really understand the duality of their needs and how that makes this population of students unique and leads us to question the appropriateness of using traditional talent development and remedial approaches with 2e students.
In order for 2e students to thrive parents, teachers, administrators, and therapists need to understand these students in order to provide appropriate programs for them.
PARENTS
face the challenge of finding professionals who understand how to identify twice-exceptionality and understand the issues faced with dual diagnosis. They need to remember that “treatment is not only fixing what is wrong but nurturing what is best.” (Seligman & Csikszentmihalyi, 2000). They need to advocate for their children to assure that appropriate programming is in place that includes both intellectual stimulation in strength areas and support in areas of academic or behavioral challenge in ways that are respectful and acknowledge the strengths of their youngsters.
CLASSROOM EDUCATORS AND SCHOOL ADMINISTRATORS
face the challenge of understanding the complex profile of these students and their need to be learning within a strength-based talent-focused curriculum. Baum, Schader & Hebert define this approach as using knowledge of students’ strengths, cognitive profiles, learning preferences, interests, and talents to engage them in the curriculum. The strengths and interests can be leveraged for skill development — including academic skills, self-regulation skills, executive function and emotional regulation. Talent-focus” involves ongoing identification and recognition of students’ talents, budding interests, curiosities, and passions and provides opportunities for enrichment that build on and expand possible areas of talent or interest. Talent development must be acknowledged as an essential, non-negotiable component of any program designed for twice-exceptional learners.
This may require a shift in perspective from not only considering what the 2e student can’t do but also what they can do.
Questions?
Kayla Franklin Waesche Director of Enrollment and Financial Aid
818-506-1091
admissions@bridges.edu