What is 2E?

Dr. Sara Renzulli & Dr. Nicholas Gelbar

The label of twice exceptional has become increasingly common over time.  Twice-exceptionality refers to an individual who is both gifted and has a disability.  The interaction of talent in some academic areas and challenges in other academic areas can make diagnosis difficult leading many individuals who are 2E to go without academic services for an extended period of time. 

In 2010, the National Commission on Twice Exceptional Students was convened with the purpose of examining the state of the field and adopting a new operational definition.  The Commission included representatives from universities across the country, and national associations affiliated with the 2E movement.  It created the following operational definition of 2E:

“Twice-exceptional learners are students who demonstrate the potential for high achievement or creative productivity in one or more domains such as math, science, technology, the social arts, the visual, spatial, or performing arts or other areas of human productivity AND who manifest one or more disabilities as defined by federal or state eligibility criteria. These disabilities include specific learning disabilities; speech and language disorders; emotional/behavioral disorders; physical disabilities; Autism Spectrum Disorders (ASD); or other health impairments, such as Attention Deficit/Hyperactivity Disorder (ADHD). These disabilities and high abilities combine to produce a unique population of students who may fail to demonstrate either high academic performance or specific disabilities. Their gifts may mask their disabilities and their disabilities may mask their gifts” (Reis, Baum & Burke, 2014). 

An appropriate assessment is critical for a student with 2E, because their educational needs require consideration of both their academic talents and challenges.  The individualized education plan (IEP) or 504 plan, for an individual who is 2E needs to address both components by including talent development goals (e.g. access to enrichment opportunities), appropriate academic supports, and complete access to the regular education curriculum.  A talent development goal should focus on what supports an individual’s need to continue their growth with an existing or new talent or interest area.  For example, if a student is interested in dinosaurs, they could complete an independent study with the science teacher to develop increased expertise in specific dinosaurs.  As you can see with this talent development goal, the purpose is to encourage the student to explore their interest area in more depth with the support and supervision of a mentor.  You will also notice that this goal allow for the student and the mentor to develop a project that will keep the student challenged and engaged.

 Identifying a student as twice exceptional is the first challenge in supporting these students.  This can be done by having the individual who is suspected of being 2E participated in a comprehensive psychological evaluation completed by someone with training in 2E. If you are interested in a 2E evaluation, please go to our homepage and fill out the contact form on the bottom of the page.  Below are some of the best resources we have found to assist with a 2E individual:

https://www.bridges.edu/2E-center.html

https://www.nagc.org/resources-publications/resources-parents/twice-exceptional-students

References:

King, E. W. (2005). Addressing the Social and Emotional Needs of Twice-Exceptional Students. TEACHING Exceptional Children, 38(1), 16–21. 

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.