Media Explores Trends in Twice-Exceptional Student ID
Recent media discussions are examining current trends in identifying and supporting twice-exceptional (2e) students. Topics include the overlap between autism and giftedness and how schools are updating identification practices to better recognize students whose disabilities may mask their academic gifts.
- Research indicates a significant under-identification of twice-exceptional students; one study using national data estimated that 17% to 18% more students with disabilities should have been identified for gifted programs. This suggests that about one in nine students in gifted programs should be twice-exceptional. - The prevalence of twice-exceptionality is estimated to be between 2% and 5% of the gifted population. However, data from 25 states shows a wide range in the identification of gifted students receiving special education services, from as low as 0.07% to as high as 10%. - A key challenge in identification is the "masking effect," where a student's giftedness may hide their disability, or the disability may obscure their academic gifts. This can lead to 2e students being overlooked for either gifted or special education services, or being misidentified as lazy or unmotivated. - The most common disabilities co-occurring with giftedness are Other Health Impairment (OHI), which includes ADHD, and Specific Learning Disabilities (SLD). Recent research also highlights a significant overlap between giftedness and autism, with some estimates suggesting up to 14% of gifted children may meet the criteria for a neurodevelopmental condition. - Neuropsychological evaluations are considered the most effective way to identify a 2e student's specific profile of strengths and weaknesses. Experts recommend a multi-dimensional approach to assessment that uses both formal and informal tools, including written tests and behavioral observations, to get a comprehensive understanding. - Many school districts lack specific procedures for identifying and supporting 2e students, which contributes to their under-identification and being underserved. Federal law, under the Individuals with Disabilities Education Act (IDEA), requires schools to evaluate all children suspected of having a disability, including those who are gifted. - A strengths-based approach is considered crucial for supporting 2e students, focusing on nurturing their talents while providing accommodations for their challenges. This can include differentiated instruction, assistive technology, and explicit teaching of executive function and social-emotional learning skills. - The concept of "asynchronous development" is central to understanding 2e students, referring to the pronounced gap between their advanced cognitive abilities and their areas of weakness. This can lead to high levels of frustration, anxiety, and perfectionism.
