Online Resources for Twice Exceptional Students

An oxymoron it is not—twice exceptional, 2e, GT/LD, gifted with learning disabilities—these are all labels given to people who are very bright, yet have learning difficulties. The phenomenon is much more common than most people realize.

There are online resources to help parents and teachers better understand and work with students who fit into this category.

• 2e Newsletter contains lots of free articles and an online newsletter to which one can subscribe.
• Twice Gifted lists characteristics of children who are gifted but are visually impaired, hearing impaired, or have physical disabilities. Strategies are suggested to use with students who are twice exceptional. The website also discusses savants, those with Asperger’s syndrome, and gifted students who suffer from depression.
• Uniquely Gifted provides many resources, including articles and personal experiences of both parents and students. A long list of types of disabilities is presented with links to supporting information. Also included are treatments, training, and therapies to use with twice exceptional students. Numerous support groups and email lists are given.

Explore these resources for a better understanding of bright kids with learning difficulties and suggestions of ways to help them compensate.

Asynchronous Development in Gifted Students

Asynchronous is a term that describes uneven development. It can mean uneven development academically, physically, and/or emotionally (i.e., a student is a whiz kid at science, but can’t throw a ball). It can also describe uneven development between subjects (i.e., a student reads years ahead of his classmates, but is at grade level in math).

We often expect children to meet certain development standards. We know that they should begin to crawl by a certain age, and then go on to walk and run. We expect them to talk when the baby books say they should talk and then recognize colors and shapes, begin reading, learn to share toys, etc.

Teachers have both academic and social expectations at each grade level. But, children do not necessarily develop just as expected.

In Nurturing Giftedness in Young Children, Wendy C. Roedell states

Versions of the following conversation can often be heard when young gifted children start school. "Bill doesn't belong in kindergarten!" the parent cries. "Look, he's reading at the fourth-grade level and has already learned two-column addition." The teacher or principal, having already decided this is a 'pushy parent,' replies, "Well, Mrs. Smith, Bill certainly doesn't belong in first grade; he hasn't learned to tie his shoelaces, and he can't hold a pencil properly, and he had a tantrum yesterday in the hall."

The problem is that both parties are probably correct. This story is an example of asynchronous, or uneven, development. Few children meet developmental expectations across all areas each year of school; however, the disparity can be exacerbated when a child has especially high abilities in one or more academic areas.

It is especially difficult for teachers in primary grades to address advanced academics in children who are not yet able to work independently or in small groups without constant supervision.

Parents and teachers may need to get very creative when trying to meet the needs of young children with asynchronous development, especially in the early grades. A combination of techniques may be employed, including the use of volunteers in the classroom, moving students to a higher grade for part of the day, and small group work with motor and social skills.

As students advance, parents and teachers may need to create a collage of educational approaches. Possible combinations include distance learning, homeschooling, mentoring, dual enrollment, early college, subject acceleration, and/or private school.

Gifted Students with Learning Disabilities—Twice Exceptional

Yes, it is possible to be gifted and have learning disabilities. They are known as twice-exceptional, and can take on different forms.

• A student may be identified as gifted yet exhibit difficulties in school and may be considered an underachiever. Because he may be working at grade level, he may be overlooked by the screening procedures that are necessary to identify subtle learning disabilities. Underachievement is often attributed to poor self-concept, lack of motivation, or laziness. It is often not until school becomes more rigorous that academic difficulties increase to the point where the student falls considerably behind peers. Only then does someone consider the possibility of a disability.
• A young person, who has been identified as having learning disabilities, may not be recognized for her strengths. Inadequate assessment and/or a depressed IQ score often lead to an underestimation of intellectual abilities. This student is noticed for what she cannot do instead of the strengths that she has.
• A child may not be considered for services provided for students who are gifted or who have learning disabilities. This student may appear to be average because his abilities and disabilities mask one other. While the student typically performs at grade level, in reality he is performing well below his potential.

Being twice-exceptional can be very frustrating for parents, teachers, and students—especially if there is a lack of understanding of the subject. Arming oneself with knowledge about the topic will enlighten and, hopefully, lead to coping strategies or modifications in learning techniques.

For information on twice-exceptional students, go to the following links:

• The Davidson Institute 
• Hoagies’ page on twice-exceptional 
• Uniquely Gifted: Resources for Gifted Children with Special Needs 

Some books to consider are

• Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential 
• Successful Strategies for Twice-Exceptional Students  
• Twice-Exceptional Gifted Children