Twice-Exceptional (2E)
Students who are gifted may also be identified with a disability. The term “twice-exceptional,” also referred to as “2E,” is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria, including a specific learning disability (SLD), speech and language impairment (SI), emotional disability (ED), orthopedic impairment (OI), Autism (AU), or other health impairments (OHI) such as attention deficit hyperactivity disorder (ADHD).
Here is a resource for more information about federal and state disability definitions: Disability Condition Eligibility Definitions | Texas SPED Support.
Definition
A “twice-exceptional learner (also known as 2E)” is a child or youth who performs at—or shows the potential for performing at—a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
- exhibits high performance capability in an intellectual, creative, or artistic area;
- possesses an unusual capacity for leadership; or
- excels in a specific academic field (TEC 29.121).
Texas uses the following list of disability categories to decide if children ages 3 through 21 qualify for special education related services:
- Autism
- Deaf-blindness
- Deaf or hard of hearing
- Developmental delay
- Emotional disability
- Intellectual disability
- Multiple disabilities
- Orthopedic impairment
- Other health impairment
- Specific learning disability
- Speech impairment
- Traumatic brain injury
- Visual impairment
General Characteristics
2E learners do not form a group of students with similar learning needs, they are a highly diverse group of learners. The contrast between their strengths and challenges may result in negative perceptions by adults, peers, and self.
2E learners do not easily fit into one educational program or service. They are not always viewed as belonging in G/T education, but they possess many of the traditionally identified characteristics of gifted learners. They are not always viewed as needing special education services and supports. At times, their disabilities may mask their ability to be traditional producers.
The characteristics discussed should be viewed as those that are typical of many learners who are gifted and who also have a disability, rather than characteristics that all such learners possess.
General Characteristics of 2E Learners
2E Guidebook dilemma
NAGC Position Statement and Framing Papers
NAGC Site
Disability Categories
The information below highlights just a few of the disability categories under the Individuals with Disabilities Education Act (IDEA) (34 C.F.R. § 300.8) and includes brief definitions and common characteristics. This is not a complete list, and every child’s experience is unique. For more information about all 13 disability categories identified under IDEA, families are encouraged to visit SPEDTex, a website created specifically to help parents and caregivers understand special education. SPEDTex offers easy‑to‑read explanations, live chat support, and a phone hotline where families can ask questions and get help navigating the special education process. Families can visit www.spedtex.org or call 1‑855‑SPEDTEX (1‑855‑773‑3839) to connect with trained specialists for support.
Autism (AU)
Autism is a disability that can affect how a student communicates, interacts with others, and responds to their environment. This can include engaging in repetitive activities or stereotyped movements, resisting changes in their environment or daily routines, and having unusual responses to sensory experiences. A medical diagnosis is not required for a student to receive special education services under autism. A student with autism may need support with communication, social interaction, and responding to sensory or environmental demands. The evaluation report should include supports for communication, social interaction, and positive behavioral strategies to help the student succeed in school.
Characteristics
- Challenges with social interaction
- Organization difficulties
- Difficulty reading body language or facial expressions
- Difficulty with social norms
- Interests that may be abnormal in intensity or focus
- Can be comorbid with sensory integration dysfunction, obsessive compulsive disorder, or anxiety disorders
- Language differences often coincide with cultural differences
Specific Learning Disability (SLD)
Specific Learning Disability (SLD) is a special education category used for students who have difficulty learning in one or more academic areas, even when they receive appropriate instruction and support. An SLD can affect skills such as reading, writing, listening, oral expression, or math. Common examples include dyslexia (reading), dysgraphia (writing), and difficulties with math calculation or solving math problems. Students with SLD are often smart and capable but may learn differently and need special education services and supports to help make progress in school.
Characteristics
- Difficulty reading, writing, or doing math, even with good instruction and effort
- Trouble remembering or processing information, such as following directions or recalling what was just taught
- Skills that don’t match overall intelligence, meaning the child is bright but struggles in specific academic areas
- Slow or uneven progress in school, especially compared to peers
- Increased frustration, fatigue, or avoidance when schoolwork is challenging
- You may also see specific patterns such as:
- Reading difficulties (e.g., dyslexia)
- Writing difficulties (e.g., dysgraphia)
- Math calculation or problem‑solving difficulties
- Listening comprehension difficulties
- Oral expression difficulties
Other Health Impairment (OHI) which may include Attention Deficit Hyperactivity Disorder (ADHD)
Eligibility for OHI include identification or confirmation of the student’s health condition by a licensed physician, physician assistant, or advanced practice registered nurse with authority under Texas law. It means a student has a health condition, such as ADHD, that affects their strength, energy, alertness, or ability to focus at school, which makes learning more difficult. These health conditions may be ongoing or occur from time to time and can impact how a child participates in school activities. Students with OHI may need special education services, supports, or accommodations to help them succeed at school. Common health conditions that may fall under OHI include ADHD, asthma, diabetes, epilepsy, heart conditions, sickle cell disease, and Tourette syndrome, among others.
Characteristics
A child with OHI due to ADHD may show some of the following at school and home:
- Difficulty staying focused, especially during tasks that are long, repetitive or not highly interesting
- Trouble starting or finishing work, even when the child understands the material
- High activity level or restlessness, such as frequent movement or difficulty sitting still
- Impulsive actions or words, including acting before thinking or interrupting others
- Inconsistent performance, with strong skills one day and more difficulty the next
- Challenges with organization and time management, such as losing materials or forgetting assignments
- Mental fatigue, becoming tired or overwhelmed more quickly than peers
Students identified with ADHD by a medical professional under the IDEA category of OHI are often bright, capable learners, but differences in attention, energy, and self‑regulation can affect school performance and participation.
Emotional Disability (ED)
Emotional Disability means a student has ongoing emotional or behavioral challenges that affect their learning at school. These challenges may impact how the student feels, behaves, or interacts with others. Students with an emotional disability receive supports that focus on positive behavior supports and emotional well‑being. These supports help students manage their emotions and succeed in school.
In IDEA, it states the definition of and emotional disability as:
- A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
- An inability to learn that cannot be explained by intellectual, sensory, or health factors,
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers,
- Inappropriate types of behavior or feelings under normal circumstances,
- A general pervasive mood of unhappiness or depression,
- A tendency to develop physical symptoms or fears associated with personal or school problems
Characteristics
A child who qualifies for special education under the IDEA category of Emotional Disability may:
- Have strong emotions that are hard to manage or calm
- Feel frequently sad, anxious, angry, or overwhelmed
- React very strongly to everyday situations or changes
- Have difficulty focusing on learning because of emotional stress
- Struggle to build or keep friendships with peers
- Have ongoing conflicts with adults or authority figures
- Withdraw from others, avoid school, or shut down emotionally
- Show behaviors that seem unexpected or out of proportion for their age
- Complain of headaches, stomachaches, or feeling sick when stressed
- Experience fears or worries that interfere with school participation
These behaviors are not a choice and are not caused by poor parenting. With the right supports, children with emotional disabilities can learn skills to manage emotions, build relationships, and succeed in school.
Speech and Language Impairment (SI)
Speech or Language Impairment (SI) means a student has difficulty speaking clearly, understanding language, or using words to communicate. SI can affect how clearly a student talks, how they understand others, or how they express ideas. Students with SI may receive support from speech‑language pathologist (SLP) to help improve communication skills and make progress in school.
Characteristics
The characteristics of speech or language impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems. The types of impairments include:
- Articulation disorder
- Fluency disorder (stuttering)
- Voice disorder
- Language disorder, which refers to an impaired ability to understand and/or use
- words in context. Expressive language disorder: difficulty expressing ideas. Receptive language disorder: difficulty understanding verbal communication
Traumatic Brain Injury (TBI)
Traumatic Brain Injury means a student has had an injury to the brain that affects how they learn or function at school. This injury may happen because of an accident, fall, or other physical injury to the head. A brain injury can affect thinking, memory, behavior, speech, or movement. To qualify under this category, a student must have a medical diagnosis from a licensed physician. Students with TBI may need special education services and supports to help them succeed at school.
Characteristics
Children who sustain TBI may experience a complex array of problems, including the following:
- Medical/Neurological Symptoms: speech, vision, hearing and other sensory impairment, decreased motor coordination, difficulty breathing, dizziness, headaches, impaired balance, loss of intellectual capacities, partial to full paralysis, reduced body strength, seizures, sleep disorders, and speech problems
- Cognitive Symptoms: decreased attention, organizational skills, and problem solving ability; difficulty with abstract concepts; memory deficits; perceptual problems; poor concentration and judgment; slowed information processing; and poor memory
- Behavioral/Emotional Symptoms: aggressive behavior, denial of deficits, depression, difficulty accepting and responding to change, reduction of inhibitions, distractibility, feelings of worthlessness, lack of emotion, low frustration level, helplessness, impulsivity, inappropriate crying or laughing, and irritability
- Social Skills Development: difficulties maintaining relationships, inability to restrict socially inappropriate behaviors, inappropriate responses to the environment, insensitivity to others' feelings, limited initiation of social interactions, and social isolation
- Any or all of the above impairments may occur to different degrees. The nature of the injury and its attendant problems can range from mild to severe, and the course of recovery is very difficult to predict for any given student.
Advocacy
Advocating for twice‑exceptional learners can feel challenging at times. Staying focused on collaboration and problem‑solving with the school helps create positive partnerships that support a child’s growth and success.
I believe my child may be twice-exceptional — What should I do?
- Review the Characteristics of Twice-Exceptional Learners and check off the characteristics related to your child.
- Review the Characteristics of Twice-Exceptional Learners and check off the characteristics related to your child.
- Share your concerns with your child’s teacher, ask him/her to visit the web page to learn more about twice-exceptional learners, and schedule a follow-up meeting.
- Learn more about the referral process and how students are identified for Gifted Education Services and identified for special education and related services.
My child is experiencing problems in school, not performing at a level equal to his/her potential, and/or does not want to go to school — What should I do?
- When you become aware a problem exists, begin your discussions with the classroom teacher. Phone or email the teacher to ask if you can:
- observe the class and
- schedule a conference time after your observation.
- Prepare for meeting by talking with your child to find out as much as you can about the cause of the problem.
- Remember your child’s description of the problem is their perception. There can be differences between perceptions and reality.
- Begin the meeting on a positive note by sharing something positive from your classroom observation. Then discuss your concerns and explain your desire to work collaboratively to resolve the problem.
- As an advocate for your child, it is your job to help the teacher understand your child’s strengths and how areas of challenge are impacting his/her school performance.
- Share samples of your child’s work that demonstrates particular strengths and interests, as well as, samples of work where areas of weakness resulted in poor performance.
- Develop a plan, process for monitoring progress, and schedule a follow up conference. Thank the teacher for taking the time to meet with you.
I have concerns about my child’s progress, services, or supports — What should I do?
You do not have to wait for a scheduled ARD meeting to address your concerns. Parents are important members of the ARD committee and may request a meeting at any time. Contact your child’s campus or special education department to share your concerns—making the request in writing can be helpful. An ARD meeting provides an opportunity for you and the school to review your child’s progress and make any needed changes to supports or services to better meet your child’s needs.