Frequently Asked Questions Regarding Twice Exceptional Learners

What is Twice Exceptional?

• Twice Exceptionality is not a diagnosis; it is a conceptual way of identifying, understanding, and supporting the social, emotional and academic needs of a uniquely gifted learner. Twice Exceptional students demonstrate superior ability in one or more areas (specific academics, intellectual ability, creativity, leadership, visual or performing arts) and one or more social, emotional or academic challenge(s) caused by a neurobiological disorder (ADHD, Dyslexia, Autism), or an emotional, sensory or learning disability.

  Source: Gifted and Underachieving… The Twice Exceptional Learner by Melissa Sornik, LMSW

Where can I learn more about Twice Exceptional learners?

• Books:

  • Coping for Capable Kids: Strategies for Parents, Teachers and Students by Dr. LeoNora Cohen and Dr. Erica Frydenberg
  • Helping Gifted Children Soar: A Practical Guide for Parents and Teachers  by Carol Ann Strip and Gretchen Hirsch
  • Smart but Scattered by Peg Dawson and Richard Guare
  • Smart Kids with Learning Difficulties by Richard Weinfeld, Linda Barnes-Robinson, Sue Jeweler, and Betty Roffman Shevitz
  • To be Gifted and Learning Disabled  by Susan Baum and Steven V. Owen

  Professional Organizations:

  • SENG - Social Emotional Needs of GIfted - www.seng.org
• TECA - Twice Exceptional Children’s Advocacy - www.teca2e.org
• CEC-TAG - Council for Exceptional Children - Talented and Gifted - https://www.cec.sped.org/Special-Ed-Topics/Specialty-Areas/Gifted

How do I nominate my child for TAG services?

• Contact the TAG Coordinator at your boundary school and request screening.  If your child has an IEP or 504 and additional testing, please inform the TAG Coordinator.

  Parent Nomination – parents may nominate students to be screened for TAG services by notifying the school based TAG Coordinator in writing.  The parent nomination window is Sept. 5 – Jan. 15.

If I suspect my child is Twice Exceptional, who do I contact for screening?

• Contact the TAG Coordinator at your boundary school and request screening.  If your child has an IEP or 504 and additional testing, please inform the TAG Coordinator.  

  Parent Nomination – parents may nominate students to be screened for TAG services by notifying the school based TAG Coordinator in writing.  The parent nomination window is Sept. 5 – Jan. 15.

If my child is Twice Exceptional, what instructional modifications are available?

• Twice Exceptionality is not a diagnosis; it is a conceptual way of identifying, understanding, and supporting the social, emotional, and academic needs of a uniquely gifted learner/TAG learner.

  Classroom teachers, TAG teachers, special educators, and professional school counselors work together to address the social, emotional and academic needs of 2E students.  

  • Students in elementary schools receive TAG services via the TAG Pull-out, TAG in the Regular Classroom, or TAG Center Program.
  • Classroom teachers modify instruction for Twice Exceptional students based on IEP or 504 accommodations.
  • Students with IEPs may access Academic Resource Honors courses at the secondary level.

What is the Academic Resource Honors Course?

• Twice Exceptional students may enroll in the Academic Resource Honors Course at the middle and high school level. The course follows a curriculum and provides support for students in the following areas:

  • Organization and planning
  • Academic assistance
  • Goal Setting
  • Progress monitoring
  • Self-discovery of  strengths and challenges
  • Strategies for increasing academic and social success
  • Strategies for increasing executive function and self-regulation skills
  • Strategies for increasing resilience, grit, optimism and perseverance
  • Strategies for increasing self-advocacy skills

What are characteristics/challenges of Twice Exceptional learners?

• Please keep in mind that Twice Exceptional learners are a diverse group; therefore, the following characteristics/challenges may not apply to all learners.

  • Have discrepant verbal and performance abilities.  
  • Have deficient or extremely uneven academic skills which cause them to lack academic initiative, appear academically unmotivated, avoid school tasks, and frequently fail to complete assignments.  
  • Are extremely frustrated by school.  
  • Have auditory and/or visual processing problems which may cause them to respond slowly, to work slowly, and to appear to think slowly.  
  • Have problems with long-term and/or short-term memory.  Have motoric difficulties exhibited by clumsiness, poor handwriting, or problems completing paper-and-pencil tasks.
  • Lack organizational skills and study skills, often appearing to be extremely “messy.”  
  • Are unable to think in a linear fashion; have difficulty following directions.  
  • Are easily frustrated; give up quickly on tasks; are afraid to risk being wrong or making mistakes.  
  • Have difficulty explaining or expressing ideas, “getting to the point,” and/or expressing feelings.  
  • Blame others for their problems while believing that their successes are only due to “luck.”  
  • Are distractible; unable to maintain attention for long periods of time.  
  • Are unable to control impulses.  
  • Have poor social skills; demonstrate antisocial behaviors.  
  • Are highly sensitive to criticism.
    Source:  Elizabeth Nielsen, 1994 University of New Mexico

What are executive function and self-regulation skills?

• Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses.

  Source:  Center on the Developing Child at Harvard University, July 2018