Supporting Twice-Exceptional (2e) Students in U.S. Schools

Twice-exceptional (2e) students are children who are both intellectually gifted and have one or more disabilities. This unique combination often results in asynchronous development—advanced talents in some areas alongside significant challenges in others. Because their gifts and disabilities can mask each other, 2e students frequently go undetected. In fact, twice-exceptional learners are considered “among the most under-identified and underserved” groups in U.S. schools. This report explores how schools can better recognize and support 2e students by examining best practices, barriers to services, legal protections, inclusive strategies, successful programs, and key recommendations.

Challenges in Identifying 2e Students and Accessing Services

Masking and Misdiagnosis: A major challenge is the masking effect where giftedness can hide a disability and vice versa. For example, a bright student with dyslexia might use advanced reasoning skills to compensate in reading, causing educators to overlook the reading disability. Conversely, struggles in one area may lead teachers to underestimate a child’s high potential. This can lead to misdiagnoses or missed diagnoses; many 2e kids are misidentified as lazy underachievers or labeled solely with a disability, missing the gifted identification.

Inadequate Identification Procedures: Most school districts lack formal processes to identify twice-exceptional students. As a result, many 2e learners are not flagged for either gifted or special education programs. One study noted two systemic obstacles: insufficient identification procedures and the resulting lack of appropriate services. Without multi-faceted evaluations (cognitive, academic, behavioral), 2e students can slip through the cracks. Experts advise a multi-dimensional approach to assessment – combining IQ subtests, academic achievement, and observation – and adjusting gifted cutoffs to account for learning differences.

Lack of Teacher Training: Many educators have limited training on twice-exceptionality. Teachers may only be taught to spot deficits (learning disabilities) or strengths (giftedness), but not the paradoxical mix of both. This knowledge gap leads to misinterpretation of 2e behaviors. For instance, a teacher unfamiliar with 2e might assume a child “can’t be smart and struggle” – reflecting the common but faulty belief that gifted students cannot have disabilities. Professional development is often lacking; in one survey, 90% of teachers felt they didn’t have the training or support to address diverse learner variability, including 2e needs.

Rigid School Policies: Traditional school policies can inadvertently become barriers. Eligibility criteria for gifted programs may rely on high test scores, excluding gifted students whose disabilities depress their performance. At the same time, special education referral might be denied for a high-performing child, even if that child struggles enormously to achieve those grades. Some schools have even denied services because a child’s grades were too high, as parents report schools saying an IEP or 504 plan isn’t needed due to good academic performance. This “wait to fail” mentality delays support until the student falls far behind or develops serious emotional issues. Bias and equity issues also play a role: 2e students from under-resourced families often lack access to private evaluations, and culturally diverse 2e kids may be overlooked due to testing biases or stereotypes in identification.

Social-Emotional Struggles: Without proper support, 2e students can face significant social and emotional challenges. They may experience chronic anxiety from sensory overload or the stress of unmet needs. Emotional dysregulation is common, as these children often feel frustrated that their output doesn’t match their intellect. Being misunderstood or “out of sync” with peers can lead to low self-esteem and behavior problems. When schools don’t address these issues, 2e students may disengage or develop school avoidance.

Best Practices for Identifying and Supporting 2e Students

Early and Comprehensive Identification: Schools should use comprehensive evaluation strategies to identify 2e students as early as possible. Best practices include using both formal tests and informal measures (work samples, observations, parent input) to capture the full picture. Evaluators should separate cognitive subtest scores, looking for extreme highs and lows that indicate a gifted profile with specific deficits. Lowering the threshold for gifted program entry when a disability is present can help – for instance, considering a slightly lower test score if other signs of giftedness are evident. Additionally, using culturally fair and linguistically appropriate assessments helps prevent bias against diverse learners. Schools like those in Montgomery County, MD have had dedicated GT/LD identification teams, thanks in part to initiatives funded by the Jacob Javits Gifted Students Act. Such models ensure that a student’s strengths and weaknesses are both evaluated for dual services.

Strength-Based Approach: Once identified, a strength-based approach is key. This means nurturing the student’s gifts as much as remediating weaknesses. In practice, teachers can incorporate a student’s interests and talents into learning activities. For a 2e student who excels in storytelling but struggles with writing mechanics, a teacher might allow them to first dictate their imaginative story (leveraging their strength) before working on written revision (supporting the disability). Emphasizing strengths boosts engagement and self-esteem, which in turn motivates students to tackle their challenge areas. It shows the child that their gifts are valued, not overshadowed by their difficulties.

Differentiated Instruction: Differentiation is essential to address the extreme variation in 2e learners’ skills. Educators should adapt content, process, and products to each 2e student’s needs. For example: providing advanced materials or independent projects in an area of strength (to prevent boredom), while offering remediation or assistive tools in areas of weakness. Many 2e students have what’s called asynchronous development, where their intellectual ability far exceeds skills like reading, writing, or organization. Differentiation closes the gap by scaffolding their weaker skills without holding back their cognitive growth. Flexible pacing (accelerating in some subjects, slowing down in others) can also help match their unique profile.

Social-Emotional Learning (SEL): Teaching social and emotional skills is a best practice for supporting 2e students. Because of their intensities and struggles, 2e kids often need help with self-regulation, coping with frustration, and social skills. Integrating SEL lessons—like identifying emotions, using calming strategies, and practicing social problem-solving—can equip these students to handle stress and peer interactions better. For instance, explicitly teaching a 2e student how to recognize signs of anxiety and use breathing techniques can reduce meltdowns in class. Building resilience through a growth mindset is equally important; these students may not be used to struggle due to giftedness, so they need to learn that effort leads to improvement. Educators can foster this by celebrating small wins and framing challenges as opportunities to grow.

Classroom Strategies: Teachers can adopt a variety of strategies proven to help 2e learners. Some effective techniques include:

• Student Choice: Whenever possible, allow 2e students to make choices in their learning—choosing research topics, books to read, or ways to present knowledge. Choice taps into their interests and increases engagement, which is crucial since 2e students often struggle with motivation on uninteresting tasks.
• Positive Reinforcement: Strive for a high ratio of praise to corrective feedback (aim for 4:1). Many 2e kids are used to hearing what they’re doing wrong due to their challenges. Regular, genuine praise for their effort, progress, or creativity can rebuild their confidence.
• Movement Breaks: Integrate movement breaks throughout the day. 2e students—especially those with ADHD or similar needs—often concentrate better after physical activity. Short stretching, walking, or sensory breaks help them reset and reduce stress.
• Assistive Technology: Use technology to support learning differences. Tools like text-to-speech software, graphic organizers, or adaptive learning programs can help a student with dyslexia access advanced texts or assist a student with dysgraphia in writing essays, allowing their ideas (gifted thinking) to shine without being limited by the disability.
• Structured Organization Support: Teach organizational strategies and provide visual schedules or checklists. A 2e student might have a brilliant mind for math but cannot keep track of assignments. Proactive supports (e.g., planner checks, color-coded folders) prevent executive function deficits from derailing academic performance.

Common Barriers to Services for 2e Students

Despite best practices, barriers persist that can prevent 2e students from getting appropriate services and accommodations:

• Misconceptions and Bias: As noted, a stubborn misconception is that a child can’t be both gifted and learning disabled. This leads some educators to dismiss one exceptionality in light of the other (e.g., “He’s smart, so he must just be lazy if he won’t write” or “She has dyslexia, so she can’t be that smart in literature”). Such attitudes result in denial of services that 2e students need. Additionally, bias can affect referrals; 2e students of color or from low-income families are at higher risk of being overlooked or not afforded costly evaluations.
• Rigid Eligibility Criteria: Gifted programs often rely on a single test score or strict cutoff, which may exclude 2e learners whose disability lowers their score. On the flip side, special education eligibility under IDEA requires showing the disability “adversely affects educational performance”, which schools sometimes interpret narrowly as low grades. A 2e child with high grades (achieved through immense effort or outside tutoring) might be deemed “not eligible” even though they struggle significantly. This rigidity fails to account for the extra time and effort the student spends to keep up.
• Denial of Dual Services: Historically, some schools have forced 2e students to choose between gifted services and special ed support, believing they couldn’t have both. This practice has been flagged as discriminatory. Federal guidance clarifies that schools may not force a student to forgo special education accommodations to participate in accelerated or gifted classes. Unfortunately, not all school staff are aware of this guidance, so parents sometimes hear “We can’t provide an IEP because his scores are too high” or “If she needs extra time, maybe honors class isn’t appropriate,” which are illegal stances under disability law.
• Limited Resources: Serving 2e students well can be resource-intensive, requiring collaboration between gifted and special ed departments, smaller class sizes, or specialized staff like twice-exceptional specialists or school psychologists trained in 2e. Many districts lack funding for robust gifted programs or have overstretched special education resources, leading to compromises in support. Large class sizes and a focus on test-driven curricula leave teachers little time to individualize for learner variability.
• Communication Gaps: Parents of 2e children often need to be strong advocates. A common barrier is poor communication or understanding between parents and schools. Parents may feel schools aren’t transparent about what they can and must do (for example, the full scope of evaluation rights and services), while schools may not fully grasp the child’s needs as seen at home. Building a collaborative relationship can be difficult if school personnel have not encountered 2e cases before.

Legal Protections Under IDEA and Section 504

Twice-exceptional students are protected by the same laws that cover students with disabilities in the U.S.:

• Individuals with Disabilities Education Act (IDEA): If a 2e student’s disability fits one of IDEA’s 13 categories and affects their schooling, they are entitled to an Individualized Education Program (IEP) with specific goals, accommodations, and services. Importantly, IDEA evaluations must be comprehensive, assessing all areas of suspected disability regardless of cognitive scores. A 2015 memo from the U.S. Department of Education reminded schools of their obligation to evaluate “all children, regardless of cognitive skills, suspected of having a disability”. This means a high-IQ student cannot be refused an evaluation simply due to good grades or IQ; schools must look at functional performance and emotional needs too. For 2e students, an IEP might include both advanced enrichment (to meet gifted needs) and special education services (to address the disability). Some states like Colorado even allow a dual identification where a student can be identified as gifted and qualify for special education concurrently.
• Section 504 of the Rehabilitation Act (and ADA): Section 504 is a civil rights law that prevents disability-based discrimination in any school receiving federal funds. It ensures students with any disability that substantially limits a major life activity get accommodations through a 504 Plan. This is crucial for 2e students who may not qualify for an IEP (if their disability doesn’t require specialized instruction) but still need supports like extended time, assistive tech, or seating accommodations. The Office for Civil Rights (OCR) has explicitly stated that denying a qualified student with a disability access to accelerated programs because of their disability violates Section 504 and Title II of the ADA. In other words, a gifted student with a disability must be given equal opportunity to enroll in honors or AP classes with their needed accommodations – for example, a dyslexic gifted student should get audiobook support in an advanced literature class rather than being kept out of it. OCR also warns schools not to use high achievement as a reason to skip a 504 evaluation; a student can have straight A’s and still be eligible if they’re substantially limited by a disability in the effort or manner needed to achieve those grades.
• Free Appropriate Public Education (FAPE): Under both IDEA and Section 504, 2e students are entitled to FAPE – an education that is appropriate to their unique needs at no cost to parents. For a 2e child, “appropriate” should include both challenging enrichment and remediation. A 2007 federal guidance clarified that “educational performance” is more than academics; social-emotional needs should be considered too. Therefore, an appropriate program might include counseling or social skills training if needed for the student to benefit from instruction. If a school cannot meet a 2e student’s needs (for example, no gifted services are available), parents have rights under IDEA to pursue private placement or other remedies, though that can be a complex legal path.
• Gifted Education Laws: Gifted education policies vary by state; not all states mandate services for gifted students. However, as of 2007, federal interpretation holds that outright denial of gifted services to a student solely because they have a disability can be deemed discriminatory. Some states (like Colorado, Maryland, and others) actively promote 2e-friendly policies, requiring that gifted identification and special education evaluation processes inform each other. Educators and parents should be familiar with their state’s laws on gifted education and disability rights to advocate effectively.

Strategies for Creating Inclusive Learning Environments

To support 2e children, schools need to cultivate an inclusive environment that celebrates neurodiversity and provides flexible supports:

Universal Design for Learning (UDL): UDL is a framework that calls for designing curriculum usable by all students from the start. By offering multiple ways to engage, multiple ways to represent information, and multiple ways for students to express knowledge, UDL accommodates learner variability (which certainly includes 2e learners). For example, a UDL-designed lesson might include options for students to learn about a concept through reading, watching a video, or hands-on exploration (supporting different strengths and needs). A 2e student could choose a modality that plays to their strengths (say, a visual learner watches a demo) while still accessing the core content. UDL also encourages giving students choices and relevance in assignments, which, as noted, is motivating for 2e students. By planning for extremes (the gifted, the disabled, and the 2e who are both), UDL actually benefits all students, creating a richer learning experience.

Inclusive Classroom Practices: Effective inclusive classrooms have a supportive climate and proactive interventions. Co-teaching models (pairing a general educator and special educator) can work well, ensuring expertise in both gifted differentiation and accommodations. Teachers should openly discuss neurodiversity and set a tone that different learning needs are normal and respected. Simple practices like using person-first or identity-first language as the student prefers (e.g., “student with dyslexia” or “autistic student,” according to comfort), and highlighting role models who are neurodivergent and gifted, can reduce stigma. Classrooms can also have quiet corners or sensory tools available (e.g., noise-canceling headphones, fidget objects) – these help 2e students with sensory sensitivities or concentration difficulties to self-regulate without leaving the room.

Flexible Grouping and Schedules: An inclusive school may allow 2e students to flexibly group for instruction – for instance, joining a higher-grade math class for advanced instruction but receiving reading intervention in a smaller group at their level. Some schools implement a “cluster grouping” model, placing a small number of gifted or 2e students together in a class so that the teacher can more feasibly differentiate for that cluster. Resource rooms or pull-out enrichment can also be scheduled in a way that 2e students don’t have to miss core content; for example, enrichment during homeroom or special periods, and therapy or tutoring scheduled thoughtfully. The key is a schedule that doesn’t force a student to sacrifice one part of their learning for the other – both exceptional needs must be met.

Collaboration and Communication: Inclusive environments are built on teamwork. Special education staff, gifted program coordinators, school psychologists, and parents (and students themselves) should collaborate in planning the student’s program. Regular team meetings or shared IEP/Gifted plan reviews help ensure everyone is on the same page. Some schools create a “2e student profile” document for each identified student, summarizing their strengths, challenges, triggers, and effective strategies – this can travel with the student from year to year so new teachers immediately understand how to set up the classroom for success. Self-advocacy is another focus: encouraging 2e students to voice what helps them or to request accommodations when needed fosters independence and inclusion. For instance, a student could practice telling teachers, “I need graph paper to line up math problems” or “Can I take a 5-minute break? I’m feeling overwhelmed.” Cultivating this skill is part of an inclusive culture.

Examples of Successful School Programs and Initiatives

Many schools and districts have developed innovative programs to serve twice-exceptional learners. Here are a few examples that highlight what’s possible when educators intentionally support 2e students:

• Montgomery County Public Schools (Maryland): Montgomery County was a pioneer in recognizing 2e students. It established a GT/LD program (Gifted and Talented/Learning Disabled) with specialized staff and the Wings Mentor Program. In this program, 2e students receive enriched curriculum appropriate for gifted learners along with accommodations and direct instruction for their disabilities. The Wings Mentor Program pairs students with a mentor teacher who monitors their progress and ensures their needs in both areas are met. This district-wide initiative has been cited as a model of coordinated services. As a result, many 2e students in Montgomery County have thrived without having to leave public school.
• The Calais School (New Jersey): Calais is a state-approved special education school that runs a dedicated Twice-Exceptional Program. It offers a gifted & talented curriculum for students with learning disabilities, using differentiated instruction to build on gifts while supporting learning differences. Calais received an Innovation in Education Award for this program. Students might spend part of the day in accelerated classes (like advanced science with hands-on projects) and part in therapeutic support or skills classes. The program’s success is measured by students making academic gains and improvements in confidence. Calais demonstrates how a strengths-based, whole-child approach can yield awards-winning results.
• Winston Preparatory School (New York/New Jersey): Winston Prep is a private school originally in NYC that expanded to NJ, focusing on students with learning disorders, including those who are 2e. Students are grouped by learning needs, not just grade level, and the school uses a “continuous feedback system” to adapt each student’s Individualized Education Program (IEP) dynamically. Daily one-on-one sessions (Focus Program) help students build skills and self-awareness. This model shows how frequent monitoring and mentorship can personalize learning for 2e students. Winston Prep’s approach – mixing students with similar profiles and adjusting supports weekly – leads to IEPs that truly reflect current needs.
• The Jayne S. Carmody School (New Jersey): Initially a “school within a school” at Rumson Country Day School, Carmody School grew into a program that serves academically advanced students with language-based learning disabilities. It follows an inclusive model: students attend regular classes with peers for most subjects and get specialized instruction for their area of need (like reading) in a separate setting. The program carefully admits students who are a good fit, aiming to “thread the needle” so that they can handle the challenge and benefit from support. Its expansion and success underscore that private independent schools can also adapt to serve 2e learners, keeping siblings together and fostering empathy among classmates.
• State Initiatives (Colorado 2e Project): On a broader scale, state education departments have started initiatives. Colorado’s Department of Education defines 2e in its rules and runs a Twice-Exceptional Project that provides statewide professional learning on identifying and supporting 2e students. They offer online courses for educators (“Define 2e Learners” and “Recognize 2e Learners”) and a 2e Summer Institute. This state-level approach has influenced several Colorado districts (Thompson, Jeffco, Boulder Valley) to create local 2e guidelines and resource websites. It serves as a leading example of policy facilitating practice change.

These examples illustrate that with commitment and creativity, schools can successfully integrate the dual needs of twice-exceptional students. The common thread is recognition of 2e as a distinct category requiring a tailored approach, and leadership that prioritizes these learners.

Recommendations for Educators and Policymakers

Supporting twice-exceptional students requires action at multiple levels. Below are key recommendations:

For Educators and School Administrators:

• Increase Awareness and Training: Learn about twice-exceptionality through professional development. Schools should host workshops on 2e characteristics, identification techniques, and teaching strategies. When teachers understand that a student can be both gifted and disabled, they are more likely to recognize 2e students in their classroom. Training should also address biases and emphasize equity in referrals (e.g., ensure diverse students are considered for gifted testing and special ed evaluations).
• Implement Early Screening and MTSS: Incorporate 2e considerations into early screening processes. If a young child shows high ability but also behavioral or learning red flags, don’t adopt a “wait and see” approach. Use a Multi-Tiered System of Supports (MTSS) framework to provide enrichment and remediation as needed, even before formal identification. Progress monitoring will help decide if a special education evaluation or gifted identification is warranted sooner.
• Strengthen Evaluation Teams: Create multidisciplinary teams (including a school psychologist, special educator, gifted specialist, and the student’s teacher) to jointly evaluate referred students for both giftedness and disabilities. Using a comprehensive assessment plan (covering IQ, achievement, creativity, adaptive behavior, etc.) will yield better identification. If possible, allow outside expert reports (neuropsychological evaluations) to inform school decisions, as these often provide deeper insight into 2e profiles.
• Develop Dual-Service Plans: When a student is identified as 2e, ensure their educational plan addresses both exceptionalities. This could mean writing an IEP that also notes gifted needs or having an IEP and a Gifted Individualized Education Plan (GIEP) in tandem. Coordination is key – schedule one meeting with all teams present, rather than separate meetings that silo gifted and special ed. Aim to craft goals that leverage strengths to meet needs (e.g., a goal for a gifted writer with ADHD might focus on using his creativity (strength) to practice planning and completing multi-step assignments (need)).
• Flexible Accommodations: Be creative with accommodations. Standard supports like extended time, preferential seating, and note-taking assistance certainly help. But also consider enrichment as an accommodation – for a bored gifted student who’s acting out, an accommodation might be compaction of regular work and substitution of a more advanced project. Likewise, allow alternatives to demonstrate knowledge (oral reports, building a model) if a disability hinders the typical format (like a written test). Always involve the student in discussing what accommodations help them most; self-knowledge is empowering for 2e youth.
• Foster Peer Understanding: Educators should facilitate an inclusive mindset among students. Activities that celebrate differences or class meetings discussing how everyone learns uniquely can build peer support. In group work, help classmates appreciate a 2e student’s contributions. To combat bullying or teasing proactively by promoting empathy and by swiftly addressing any derogatory remarks about needing “extra help” or being a “nerd.” A respectful class culture benefits all, especially those who feel different.

For Policymakers and District Leaders:

• Adopt 2e Identification Policies: State and district policies should explicitly address twice-exceptional learners. This includes guidelines for dual identification, such as not disqualifying a student from gifted identification due to a disability and vice versa. Set up procedures where if a student is identified in one area (gifted or disabled), they are automatically screened for the other. Colorado’s definition of 2e in state law is a good model.
• Allocate Funding for 2e Programs: Provide funding or grants for pilot 2e programs, professional development, or hiring specialists. The federal Jacob Javits Gifted Education Act has historically provided some funds for underserved gifted populations (including 2e); policymakers should advocate for continued or increased Javits funding. At the state level, allocate part of special education or gifted budgets to initiatives that specifically target integrated services. Financial support could also cover scholarships for teachers to get advanced training in gifted special education or to become certified in both areas.
• Encourage Data Tracking: Require districts to track and report data on 2e students – how many are identified, in what categories, their outcomes (graduation, achievement, discipline). Data can illuminate gaps (e.g., a district might discover it has zero identified 2e students, indicating under-identification, or that its 2e students have higher suspension rates, indicating unmet needs). With data, leaders can set goals like increasing 2e identification by a certain percent, or ensuring all 2e students have access to at least one advanced course.
• Strengthen Legal Enforcement: Policymakers and enforcement agencies should ensure schools comply with the legal protections. State Departments of Education can issue memos echoing federal guidance – for instance, reminding districts that “giftedness does not negate child find obligations” under IDEA. They can also integrate scenarios involving 2e students into monitoring visits or audits. When investigating complaints, OCR and state agencies should consider whether a school recognized the student’s dual needs. Strong enforcement creates a precedent that denying services due to the presence of giftedness (or vice versa) is not acceptable.
• Facilitate Collaboration Between Gifted and Special Ed Departments: Often, gifted education and special education operate in separate silos. At the state and district level, create joint task forces or shared trainings to bridge this gap. For example, a District 2e Committee might include the Director of Special Education, the Gifted Coordinator, school psychologists, and parents, working together to review policies and cases. This collaboration can produce unified protocols—so a family isn’t ping-ponged between departments and the student benefits from a cohesive approach.
• Public Awareness and Parent Support: Finally, invest in parent and community awareness. Many parents, like teachers, might not know about twice-exceptionality. School districts can host information nights on 2e, create parent support groups, or share resource lists (such as the Twice Exceptional Children’s Advocacy (TECA) network and the Davidson Institute guides). When parents are informed, they become partners in advocacy rather than adversaries. Policymakers can support this by mandating that parent handbooks or notices include information on gifted students with disabilities and the right to evaluations.

By implementing these recommendations, schools can make significant progress toward equitable, effective education for twice-exceptional students. Ultimately, recognizing and supporting 2e learners isn’t just about helping a niche group – it’s about embracing the full diversity of student potential. As one educator noted, “When we create school communities that accommodate 2e students, we help them become the best versions of themselves. And that’s truly a gift that will keep on giving.”

Conclusion
Twice-exceptional children have incredible promise and unique needs. They challenge the one-size-fits-all approach of education, urging us to be more flexible, creative, and compassionate. U.S. schools have often struggled to serve 2e students, but with growing awareness, evidence-based strategies, and legal mandates, the path forward is clearer than ever. By early identification, strength-based support, legal adherence, inclusive practices, and learning from successful programs, we can ensure that 2e students are no longer overlooked. Instead, they can fully access appropriate services and accommodations that allow their talents to flourish and their difficulties to be addressed. As educators and policymakers commit to understanding and championing twice-exceptional learners, we move closer to a truly inclusive education system—one where every child, in all their complexity, can thrive.

Sources:

• Davidson Institute – Twice Exceptional: Definition, Characteristics & Identification
• Davidson Institute – Strategies for Supporting Twice-Exceptional Students
• Edutopia – How to Support Twice-Exceptional Students
• Digital Promise – Twice Exceptional: History & Barriers
• Reel 2e – Twice Exceptional: History & Barriers
• Wrightslaw – Twice Exceptional Children: Gifted Students with Disabilities (Twice Exceptional Children: Gifted Students with Disabilities - Wrightslaw)
• U.S. Dept. of Ed. Guidance (via Davidson Institute blog)
• Edge Magazine – A School for Little Man (Calais School description)
• Montgomery County Public Schools (MD) – Wings Mentor Program