Twice-Exceptional (2e) Children

What does twice-exceptional (2e) mean?

Twice-exceptional, usually shortened to 2e, describes a child who is exceptional in two directions at once: gifted, and also living with a disability, learning difference or neurodivergence such as ADHD, autism, dyslexia or dyscalculia.⁠^1,4 Colorado’s guidance puts it in seven words: twice-exceptional students are gifted students with disabilities.⁠² More on giftedness.

Both halves have formal meanings. Federal education law defines gifted and talented students as those who give evidence of high achievement capability in intellectual, creative, artistic or leadership areas, or in specific academic fields, and who need services not ordinarily provided by the school to develop those capabilities.⁠¹³ A child with a disability under special education law must meet a two-prong test: have one of the listed disabilities and, because of it, need special education and related services.⁠³

Who decides that a child is twice-exceptional?

Schools and evaluators, through two identifications rather than one test. The diagnoses involved, such as ADHD, autism or a specific learning disability, are the underlying ones, and federal special education law does not specifically address “twice exceptional” students.⁠^3,4 In Colorado, a student is formally identified as twice-exceptional with a body of evidence: a gifted identification for the strengths, and an IEP or Section 504 plan for the challenges.⁠²

How do states and the NAGC define twice-exceptional?

There is no single definition. A 2015 article on the work of a national Community of Practice noted that no one definition had been embraced by both researchers and practitioners, which is why professional organizations and specialists formed the group to write one.⁠¹⁴ The definitions families meet most often:

State gifted definitions rarely mention it. In NAGC’s 2026 position statement, six states reported references to twice-exceptionality or disability in their definitions of giftedness, and in 23 states the share of students identified for both gifted education and special education or a 504 plan ranged from 0% to 18.66%, all but two under 10%.⁠¹

How common is twice-exceptionality?

Estimates vary with the definition. A 2024 analysis of the national Early Childhood Longitudinal Study estimated that 17% to 18% more students with disabilities should have been identified for gifted programs, and that students with disabilities should make up 10.8% of gifted programs, about 1 in 9.⁠⁶ The same paper cites earlier estimates of around 360,000 twice-exceptional students, or 2% to 5% of gifted children, and federal civil rights data showing 2.8% of gifted students with disabilities.⁠⁶ Maryland’s guidance cites an NAGC estimate that about 6% of students in special education are also academically gifted.⁠¹⁵

What does 2e mean in autism?

A 2e autistic child is gifted and autistic. Autism is one of the disabilities named in federal special education law, described by differences in verbal and nonverbal communication and social interaction, often with repetitive activities, resistance to change and unusual responses to sensory experiences.⁠¹⁶ In a study comparing 40 high-ability youth with autism to 41 high-ability youth with no diagnosis, the autism group showed poorer processing speed, adaptive skills and broad psychological functioning as rated by parents and teachers.⁠¹⁷ NAGC notes that some autistic learners show strengths such as exceptional memory, attention to detail or analytical thinking.⁠¹⁸ More on sensory processing and autism.

Why are 2e children so often missed?

Because each exceptionality can hide the other. Colorado describes three versions: a disability such as dyslexia hides giftedness in math; a gifted identification in visual arts hides executive function needs; or neither is recognized because each hides the other, and the student appears average.⁠²

How can giftedness mask a learning difference?

Strong reasoning compensates, often until school gets harder. In a Dutch study of 121 primary school children, gifted children with dyslexia scored between children with dyslexia and typical readers on every literacy test, with weaknesses in phonological awareness and rapid naming offset by strengths in working memory, grammar and vocabulary.⁠⁷ A Child Mind Institute neuropsychologist describes bright children with a reading disability using inferential reasoning to work out words they cannot decode, and notes that some are diagnosed only when they hit a wall in later grades.⁠⁴ NAGC adds that strengths compensate especially in the early grades, which delays identification.⁠¹

How can a learning difference mask giftedness?

A disability can keep strengths from showing on tests and in classwork, especially when gifted identification relies on composite scores rather than domain-specific ones, and students in special education are less likely to be referred for advanced learning.⁠¹ In the national data, students with disabilities who were male, non-White, low-income or showed more internalizing behaviors were more likely to be missed for gifted programs despite similar achievement scores.⁠⁶

Why can an average score hide a 2e child?

Because a high score and a low score can average out. A composite blends areas of strength and weakness, which is why NAGC flags composite-based identification as a particular problem for 2e students.⁠¹ Schools are set up to help children meet grade-level skills, and a 2e child may be on grade level despite real challenges.⁠⁴

Other reasons they get missed:

• Disability screening misses them. Many do not have below-average grades or scores, which are often used to screen for support, especially under multi-tiered systems of support.⁠¹
• Effort is invisible. Inconsistent performance can lead adults to believe a 2e student is not trying, and the student gets labeled lazy, disengaged or underachieving.⁠²
• Frustration reads as attitude. Frustrated 2e children may be mischaracterized as oppositional.⁠⁴

What does a twice-exceptional child look like?

No two are alike, but state guidance describes common patterns.⁠^2,15

• Strong ideas, weak written output: strong creative and critical thinking, vocabulary and background knowledge alongside significant difficulty with writing.⁠¹⁵
• Deep knowledge, trouble with tasks: extensive knowledge of a favorite topic alongside trouble completing and organizing related work.⁠¹⁵
• Uneven skills: a third grader reading at an 8th-grade level who has difficulty spelling and writing.⁠¹⁵
• Intense focus on interests, and difficulty focusing during lectures or on material already mastered.⁠¹⁵
• Frustration and anxiety: high levels of both, a seeming lack of motivation and reluctance to take intellectual risks.⁠¹⁵
• Coping behaviors: defiance, procrastination, perfectionism or apathy can develop as ways to compensate and cope.⁠²
• Inconsistent grades and test scores, along with frustration and insecurity.⁠^1,2
• Low self-esteem: when they are criticized for not trying, self-esteem suffers and some develop depression.⁠⁴

How is a 2e child different from other gifted children?

Maryland’s guidance sets the two side by side.⁠¹⁵

Which conditions are common in twice-exceptional children?

Any disability can occur with giftedness. Gifted identification most often occurs alongside two special education categories: other health impairment, the category that includes ADHD, and specific learning disability.⁠^6,16

2e and ADHD. Among children with an IQ of 120 or more, those with ADHD had more ADHD in close relatives, repeated grades more often, and had more co-occurring conditions and functional impairments than high-IQ children without it, a pattern consistent with ADHD at average IQ.⁠⁸ Related: ADHD, executive function difficulties

2e and autism. High-ability autistic youth showed lower processing speed and adaptive skills than high-ability peers without autism.⁠¹⁷ Related: Autism

2e and dyslexia. Gifted children with dyslexia can mask their reading difficulty with working memory, grammar and vocabulary.⁠⁷ Federal guidance says including reading fluency among the areas assessed makes it more likely that a gifted child with a learning disability is identified.⁠³ Related: Dyslexia

2e and developmental language disorder. Maryland’s guidance lists communication disorders and speech impairment among the documented disabilities of twice-exceptional learners.⁠¹⁵ Related: Developmental language disorder

2e and dysgraphia. A common 2e picture is strong thinking and vocabulary with significant difficulty in writing, and written expression is one of the eight areas in which a learning disability can be identified.⁠^3,15 Related: Dysgraphia

RelatedGiftednessAll learning differencesAnxiety and perfectionismStart here

Can a gifted child be misdiagnosed with ADHD or autism?

It can happen. Psychologist James T. Webb, quoted by the Child Mind Institute, notes that gifted children are often intense, and that a bright child waiting for classmates to catch up can look off task, fidgety and interrupting, behaviors that resemble ADHD; intense interests and rigid routines can also be mistaken for autism.⁠⁴ Researchers study how high-ability students with autism differ from those without it in order to reduce the risk of misdiagnosis.⁠¹⁷ A child can also be both gifted and have ADHD or autism; a high IQ does not rule ADHD out.⁠^4,8

What is asynchronous development in gifted and 2e children?

Asynchronous development means growing unevenly, with thinking far ahead of age while other areas keep pace with age. The Columbus Group, a 1991 meeting of theorists, practitioners and parents, defined giftedness itself as “asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm,” adding that the asynchrony increases with higher intellectual capacity.⁠¹⁹

Martha Morelock’s example is a 4-year-old whose cognitive development approximated that of a child at least twice her age while her emotional needs were those of a 4-year-old.⁠¹⁹ In 2e children the gap can be wider: Maryland’s guidance says gifted children experience some asynchrony and that in gifted students with disabilities it may be more extreme.⁠¹⁵ Colorado’s example is a first grader who organizes the whole school to run the playground perimeter at recess, then melts down in the cafeteria when the main dish runs out.⁠²

Emotional skills may need direct teaching even when reasoning is advanced. Colorado recommends explicit instruction in stress management, executive functioning and self-advocacy, which can be written as an affective goal in an advanced learning plan, IEP or 504 plan.⁠²

Is there a 2e diagnosis, and how is a child assessed?

There is no single 2e test. What identifies a 2e child is assessment of both ability and the suspected disability, and research suggests comprehensive assessment is the best way to understand the full range of a twice-exceptional student’s abilities.⁠¹ Child Mind Institute neuropsychologists call a neuropsychological evaluation the best way to see a student’s full profile of cognitive and academic strengths and weaknesses.⁠⁴

Federal rules support a broad evaluation. A school must use a variety of assessment tools, including information from the parent; must not use any single measure as the sole criterion; and must include assessments tailored to specific areas of educational need, not merely those designed to produce a single IQ.⁠²⁰ Section 504 evaluations carry the same requirement.⁠¹¹ A useful evaluation covers:

• Ability, by domain as well as overall, since composite scores can hide strengths.⁠¹
• Achievement in each area where a learning disability can be identified, from oral expression to math problem solving.⁠³
• The suspected disability, in all related areas, including social and emotional status, communication and motor abilities where appropriate.⁠²⁰
• Strengths as well as needs, since an IEP’s present levels must document a student’s strengths.⁠²

What is the ability-achievement discrepancy, and why does it matter for 2e?

A discrepancy model identifies a learning disability by the gap between a child’s intellectual ability and achievement. Federal rules say a state must not require a severe discrepancy, must permit a response-to-intervention process, and may permit other research-based methods.⁠⁹ They also allow a team to find a learning disability when a child shows a pattern of strengths and weaknesses relative to age, grade-level standards or intellectual development.⁠²¹

For 2e children, the gap is the point. In its 2013 letter to Jim Delisle, the federal Office of Special Education Programs wrote that it would be inconsistent with IDEA for a child, gifted or not, to be found ineligible solely because the child scored above a state cut score, and quoted the 2006 regulations: discrepancies in achievement domains, typical of gifted children with learning disabilities, may be used to identify them.⁠³ In 2015 the office reminded state directors to follow that letter.⁠²²

Why is school often harder, not easier, for a 2e child?

Because support usually depends on struggling visibly. Eligibility for disability supports requires both a disability and a need for specially designed instruction or accommodations, and NAGC says the need criterion is what often keeps twice-exceptional students from qualifying, because many do not have below-average grades or scores.⁠¹ In a gifted program a 2e child may flounder in one area; in special education the same child may not be challenged and may become frustrated and restless.⁠⁴

Why might a school decline to evaluate a 2e child?

Usually because the child is on grade level. The law does not make grade level the test: child find covers children suspected of a disability who need special education even though they are advancing from grade to grade, and either a parent or the school can request an initial evaluation.⁠^10,23 Once the parent consents, the evaluation must be completed within 60 days or within the state’s own timeline.⁠²³ Under Section 504, a school must refer a student for evaluation if the student, because of disability, needs or is believed to need special education or related aids and services.⁠¹¹

What is the wait-to-fail problem?

It is waiting for a measurable gap before acting. NAGC says that because below-average performance is often the screen, twice-exceptional students may not get structured supports until educational demands so outpace their abilities that they can no longer compensate.⁠¹ In the meantime, adults may decide the student is lazy, disengaged or underachieving.⁠²

Arguments that work better: frame the request around the pattern of strengths and weaknesses, which federal rules let a team consider; put the request for evaluation in writing so there is a dated record; ask that both the giftedness and the suspected disability be assessed; and remember that a 504 decision cannot count the benefit of learned compensations.⁠^1,11,21,23 More on IEPs and 504 plans.

What can families of a 2e child ask the school for?

More than many are told. In a survey of 503 parents of 2e children, parents reported being told that children in a gifted and talented program cannot have an IEP, which is not true.⁠⁴

Can a gifted child have an IEP or a 504 plan?

Yes. The Department of Education’s position is that students with high cognition who have disabilities and need special education and related services are protected under IDEA.⁠³ Section 504 covers students whose impairment substantially limits a major life activity, and learning, reading, concentrating and thinking are all major life activities.⁠¹¹ Since 2009, schools deciding whether a student has a disability under Section 504 must not consider the helpful effects of mitigating measures, a list that includes “learned behavioral or adaptive neurological modifications,” so the strategies a 2e child uses to compensate are not supposed to count against eligibility.⁠¹¹

Plans also have to be followed. Regular education teachers must implement the Section 504 plans that govern their students, and a student cannot be kept out of an accelerated class or program because the student needs special education or related aids and services, or has an IEP or 504 plan.⁠^11,12

What should a 2e child’s IEP or 504 plan include?

• Strengths, in writing. When a student has an IEP, the present level of educational performance must document the student’s strengths, and NAGC suggests reviewing it with the team to confirm it reflects both strengths and needs.⁠^2,18
• Goals that extend strengths while building weaker skills.⁠¹⁸
• Accommodations that open access, such as extra time, untimed tests, audiobooks, voice-to-text, an oral presentation instead of an essay, pre-highlighted text and copies of notes.⁠²
• Modifications for advanced work, such as moving through content faster, doing every other problem to show mastery, or taking a subject at a higher level.⁠²
• Supports beyond academics, including executive functioning, communication, sensory needs and social-emotional development.⁠¹⁸
• Regular progress updates through the year.⁠¹⁸

What if we disagree with the school’s evaluation?

Parents of a child with a disability may request an independent educational evaluation at public expense by a qualified examiner not employed by the school. The school must either provide it or file for a due process hearing to show its own evaluation was appropriate, and it may ask why the parent disagrees but cannot require an explanation.⁠²⁴ A private evaluation a parent shares must be considered if it meets the agency’s criteria, and under Section 504 an outside evaluation is one of many sources the team considers.⁠^11,24

What helps twice-exceptional children?

Support both, not one. NAGC recommends strengths-based, talent-focused identification and intervention, with specially designed instruction and opportunities to excel in talent areas alongside accommodations for areas of challenge.⁠¹ In a survey of 503 parents of 2e children, the biggest challenge was being made to choose between developing a child’s ability and meeting special education needs.⁠⁴

Separate the skill from the content. Accommodations let a 2e student reach above-grade-level content in an area of strength without being held back by a disability, through audiobooks, voice-to-text or an oral presentation in place of writing.⁠²

Build relationships. Colorado calls a trusting educational support team fundamental, and notes that when at least one educator understands a 2e student, it can make all the difference.⁠²

Address the emotional side directly. NAGC recommends psychosocial coaching for twice-exceptional learners, with attention to resilience, executive functioning and stress management.⁠¹

Should a 2e child be accelerated?

Sometimes, by subject. Colorado lists content-level acceleration, such as a 5th grader taking pre-algebra, among modifications for 2e students, and federal civil rights guidance protects access to accelerated classes for students with IEPs and 504 plans.⁠^2,12 A Child Mind Institute neuropsychologist cautions that moving a child to older classes can be tricky when homework and social demands outstrip the child’s maturity, and suggests enrichment outside school instead.⁠⁴ NAGC notes that domain-specific talent development does not require advanced skills in every area, which suits students with uneven scores.⁠¹

How can parents support a 2e child?

• Share what you see at home. Observations from home help educators see how a child’s abilities and needs interact.⁠¹⁸
• Meet early in the year, and share assessment reports that show advanced abilities alongside needs.⁠¹⁸
• Revisit evaluations and plans regularly as the child develops.⁠¹⁸
• Find enrichment outside school in the child’s strength areas.⁠⁴
• Take the long view. One neuropsychologist tells families that kindergarten through 12th grade are often the hardest years, because every core subject is required; later, students can choose courses and careers that fit their strengths.⁠⁴

Frequently Asked Questions

Sources

1. National Association for Gifted Children. Identifying and Serving Gifted Children Who Are Twice Exceptional. Position statement, PDF, August 2026. Checked October 11, 2026.
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   Twice-exceptional students “demonstrate the potential for high achievement or creative productivity on one or more domains . . . AND who manifest one or more disabilities” (quoting Reis et al., 2014). “six states reported references to twice-exceptionality and/or disability in their definitions of giftedness”; “representatives from 23 states reported percentages of students identified for both gifted and special education/Section 504 plan accommodations ranging from 0% to 18.66%, with all but two being less than 10%”. “Their disabilities may limit the extent to which their strengths are evident, which can be especially problematic when identification is determined via composite rather than domain-specific academic and ability scores”; “their strengths may compensate for their disabilities, especially in the early grades, which precludes early identification”. “In many cases, it is the latter criterion that limits twice-exceptional students from being determined eligible for disability supports. Many do not display below-average grades or achievement scores, which are often used as a screening metric, especially since the adoption and implementation of the Multi-Tiered Systems of Support framework”; “twice-exceptional students may not have access to structured supports until educational demands so significantly outpace their abilities that they can no longer compensate.” “some research suggests that students who receive special education services are less likely to be referred for advanced learning opportunities”. “Research has suggested that comprehensive assessment is the best way to understand the full range of twice-exceptional students’ abilities”. Recommendations include “strength-based interventions through MTSS models, where students are afforded specially designed instruction and opportunities to excel in their talent domains while having access to accommodations for areas of challenge”, “Provide psychosocial coaching for all students, with particular emphasis on twice-exceptional learners who may need assistance developing resilience, grit, executive-functioning, and stress-management skills”, and “Offering domain-specific talent development opportunities to students advanced in one domain does not require advanced skills in all (or other) domains, which benefits twice-exceptional learners who often have variable achievement scores.” Challenges can “result in inconsistent grades or test scores, frustration, insecurity, lack of motivation”.
2. Colorado Department of Education. Twice-Exceptional (2e). CDE.state.co.us, undated. Checked October 11, 2026.
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   “Twice-exceptional (2e) students are gifted students with disabilities.” The ECEA rules define a 2e student as “(a) Identified as a gifted student pursuant to Section 12.01(16) of these Rules; and (b)(1) Identified as a child with a disability pursuant to Section 4.02 of ECEA Rules; or (b)(2) A qualified individual pursuant to Section 504”. “Gifted characteristics may hide disabilities, or disabilities may hide gifted potential”; the three examples: a student whose “area of giftedness is overlooked because of the interventions for their identified dyslexia”, one “identified as gifted in visual arts” whose “executive functioning needs go unnoticed”, and one where “neither a student’s strengths nor challenge areas are recognized or identified, and the student appears average”. “Inconsistent academic performance is frequently part of a 2e learner’s profile”; adults may conclude they are “labeled lazy, disengaged, underachieving, or worse”. “maladaptive behaviors such as defiance, procrastination, perfectionism, or apathy develop as a way for 2e learners to compensate and cope”. “many 2e learners are usually aware of their challenges” and “require assistance in understanding the reasons for their challenges and in learning strategies to address them”. “a body of evidence is used to identify a student’s exceptionalities, including strengths identified through a gifted identification and challenge areas supported by an Individualized Education Program (IEP) or a 504 Plan”. “When at least one educator understands the unique characteristics of and ‘gets’ a 2e student, it can make all the difference for that student.” “When a student has an IEP, the Present Level of Educational Performance section must document a student’s strengths.” Accommodations: “extra time to complete assignments, untimed tests, audible books, voice-to-text, oral presentation instead of writing an essay, pre-highlighted text, and copies of notes”; with them “a 2e student is not held back due to an area of challenge or disability”. Modifications: “allowing students to move through interventions and/or content at a faster pace, complete every other problem to demonstrate mastery, and provide content level acceleration (e.g., a 5th grader takes pre-algebra)”. “Gifted and 2e learners develop academically, emotionally, and physically at different rates.” The example: a first grader who “takes the lead in coordinating the entire school to run around the perimeter of the playground” and in the cafeteria “‘melts down’ when the main course item runs out”. “Explicit instruction that teaches effective stress management, executive functioning, and self-advocacy skills contributes to overall well-being.” “An affective goal can be documented in an ALP, IEP, or 504 Plan as applicable.” “Fundamental to the success of 2e learners is establishing trusting and solid relationships within an educational support team.”
3. U.S. Department of Education, Office of Special Education Programs. Letter to Delisle. Policy letter, December 20, 2013 (PDF on the page). Checked October 11, 2026.
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   “The IDEA does not specifically address ‘twice exceptional’ or ‘2E’ students. It remains the Department’s position that students who have high cognition, have disabilities and require special education and related services are protected under the IDEA”; “a child must meet a two-prong test to be considered an eligible child with a disability: (1) have one of the specified impairments (disabilities); and (2) because of the impairment, need special education and related services.” “it would be inconsistent with the IDEA for a child, regardless of whether the child is gifted, to be found ineligible for special education and related services under the SLD category solely because the child scored above a particular cut score established by State policy.” The eight areas: “oral expression; listening comprehension; written expression; basic reading skill; reading fluency skills; reading comprehension; mathematics calculation; or mathematics problem solving”. Quoting the 2006 regulations: “Discrepancy models are not essential for identifying children with SLD who are gifted. However, the regulations clearly allow discrepancies in achievement domains, typical of children with SLD who are gifted, to be used to identify children with SLD.” “Including reading fluency in the list of areas to be considered when determining whether a child has an SLD makes it more likely that a child who is gifted and has an SLD would be identified.”
4. Child Mind Institute. Twice-Exceptional Kids: Both Gifted and Challenged. Childmind.org, last reviewed or updated December 18, 2025. Checked October 11, 2026.
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   “They could have ADHD, dyslexia, or dyscalculia, or perhaps they’re autistic or have sensory processing issues. But there are also kids who fit both categories. They’re called twice-exceptional, or 2e”. “If they’re in a gifted program, they may be floundering in a certain area. If they’re placed in a special-ed program, it may not challenge them, and they may be frustrated and restless.” “their schools are set up to help kids meet grade-level academic skills, and they may be on grade level, despite their challenges.” Adam S. Zamora, PsyD: bright kids with a reading disability “use inferential reasoning and their overall cognitive capacity to kind of figure out what the missing word might be”; “They may eventually be diagnosed with a learning disability if they hit a wall when they reach later grades”. “Their self-esteem suffers and they may experience depression.” “they get mischaracterized or misunderstood as being oppositional”. James T. Webb, PhD: “If you’re sitting there and your mind is intensely churning, you’re likely to be seen as being off task, fidgety, interrupting others, classic behaviors that would be ADHD-like.” “It’s also easy to misdiagnose gifted kids as being on the autism spectrum.” “Of course a child can also be 2e, both gifted and have ADHD or autism.” Laura Phillips, PsyD: “she and most school placement decisions use a Standard Score in IQ testing of 130 as the cut-off for gifted intelligence, which would place the child in the top 2 percent of the population”; giftedness “can refer to extraordinary capabilities in creative thinking, specific academic areas, psychomotor functioning, or visual/performing arts”; “Neuropsych evaluations are really the best way to understand a student’s full profile of cognitive and academic strengths and weaknesses”. A survey of “503 parents with 2e kids”: “their biggest challenge is being forced to choose between cultivating the child’s intellectual ability and helping with their special-education needs”; “parents are told that children in a gifted and talented program can’t have an IEP, which is not true.” On older classrooms: “it can be tricky because they don’t have the maturity level to handle the homework and social demands”; Phillips “recommends that parents provide a lot of enrichment outside school”. “the years from kindergarten through 12th grade are going to be the hardest years in their kids’ lives”; “When 2e kids are identified and supported, Dr. Zamora says, they can do better in school and have higher self-esteem.”
5. Reis SM, Baum SM, Burke E. An operational definition of twice-exceptional learners: implications and applications. Gifted Child Quarterly. 2014;58(3):217–230. doi:10.1177/0016986214534976. Checked October 11, 2026.
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   The ERIC record (EJ1042007): “In this article, a new definition of twice-exceptional children is proposed. In addition to introducing this new definition, the authors provide a research-based rationale for the definition, offer a clear profile of twice-exceptional youth, and summarize the development of new programs and practices to enable these students to develop their gifts while simultaneously compensating for their deficits.” Its definition, as quoted by NAGC: students who “demonstrate the potential for high achievement or creative productivity on one or more domains . . . AND who manifest one or more disabilities”.
6. Jolly JL, Barnard-Brak L. Special education status and underidentification of twice-exceptional students: insights from ECLS-K data. Education Sciences. 2024;14(10):1048. doi:10.3390/educsci14101048. Checked October 11, 2026.
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   From the article: “We estimated that approximately 17% to 18% more students with disabilities should have been identified for a gifted education program”; “students with disabilities should make up 10.8% of gifted programs, or about 1 in 9 students in gifted programs should be twice-exceptional. Students with disabilities who were male, non-White, low-income, and indicating more internalizing problem behaviors were more likely to not be identified for a gifted education program despite having similar achievement scores.” “The two most common special education eligibility categories occurring with gifted identification include Other Health Impairment (OHI) and Specific Learning Disability (SLD)”. “The number of twice-exceptional students was estimated to be around 360,000 students or 2% to 5% of gifted children”; “OCR reported 2.8% of gifted students with disabilities”.
7. van Viersen S, Kroesbergen EH, Slot EM, de Bree EH. High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities. 2016;49(2):189–199. PMID 24935885. Checked October 11, 2026.
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   The abstract: “The sample consisted of 121 Dutch primary school children” in four groups; “Gifted children with dyslexia performed on all literacy tests in between children with dyslexia and TD children. Their cognitive profile showed signs of weaknesses in PA and RAN and strengths in VSTM, WM, and language skills.” “phonology is a risk factor for gifted children with dyslexia, but this is moderated by other skills such as WM, grammar, and vocabulary, providing opportunities for compensation of a cognitive deficit and masking of literacy difficulties.”
8. Antshel KM, Faraone SV, Stallone K, Nave A, Kaufmann FA, Doyle A, Fried R, Seidman L, Biederman J. Is attention deficit hyperactivity disorder a valid diagnosis in the presence of high IQ? Results from the MGH Longitudinal Family Studies of ADHD. Journal of Child Psychology and Psychiatry. 2007;48(7):687–694. PMID 17593149. Checked October 11, 2026.
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   The abstract: “We operationalized giftedness/high IQ as having a full scale IQ >/=120.” “Relative to control participants, children with ADHD and high IQ had a higher prevalence rate of familial ADHD in first-degree relatives, repeated grades more often, had a poorer performance on the WISC-III Block Design, had more comorbid psychopathology, and had more functional impairments across a number of domains.” “These data suggest that the diagnosis of ADHD is valid among high IQ children.”
9. U.S. Department of Education. 34 CFR 300.307 Specific learning disabilities. IDEA regulations, sites.ed.gov, last modified May 3, 2017. Checked October 11, 2026.
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   State criteria “(1) Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability”; “(2) Must permit the use of a process based on the child’s response to scientific, research-based intervention; and (3) May permit the use of other alternative research-based procedures”.
10. U.S. Department of Education. 34 CFR 300.111 Child find. IDEA regulations, sites.ed.gov, last modified May 3, 2017. (c)(1): “Child find also must include” “Children who are suspected of being a child with a disability under 300.8 and in need of special education, even though they are advancing from grade to grade”. Checked October 11, 2026.
11. U.S. Department of Education, Office for Civil Rights. Frequently Asked Questions: Section 504 Free Appropriate Public Education (FAPE). Ed.gov, page last reviewed June 30, 2025. Checked October 11, 2026.
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    Answer 11: major life activities “include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working”, and Congress added “reading, concentrating, thinking, and communicating”. Answer 17: tests must “include those tailored to evaluate the specific areas of educational need and not merely those designed to provide a single intelligence quotient”. Answer 20: “As of January 1, 2009, school districts, in determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using.” The list includes “learned behavioral or adaptive neurological modifications”. Answer 25: “The results of an outside independent evaluation may be one of many sources to consider.” Answer 30: “Section 504 requires recipient school districts to refer a student for an evaluation for possible special education or related aids and services or modification to regular education if the student, because of disability, needs or is believed to need such services.” Answer 32: “The student may be eligible for services under Section 504”. Answer 38: “Regular education teachers must implement the provisions of Section 504 plans when those plans govern the teachers’ treatment of students for whom they are responsible.”
12. U.S. Department of Education, Office for Civil Rights. Dear Colleague Letter: Access by Students with Disabilities to Challenging Academic Programs. December 26, 2007 (PDF on the page). Checked October 11, 2026.
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    “It is unlawful to deny a student with a disability admission to an accelerated class or program solely because of that student’s need for special education or related aids and services, or because that student has an IEP or a plan under Section 504. The practice of conditioning participation in an accelerated class or program by a qualified student with a disability on the forfeiture of special education or of related aids and services to which the student is legally entitled also violates the Section 504 and Title II requirements”; accelerated programs are “challenging academic programs, such as Advanced Placement and International Baccalaureate classes or programs”.
13. Legal Information Institute, Cornell Law School. 20 U.S. Code 7801: Definitions. Paragraph (27). Checked October 11, 2026.
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    “The term ‘gifted and talented’, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.”
14. Baldwin L, Baum S, Pereles D, Hughes C. Twice-exceptional learners: the journey toward a shared vision. Gifted Child Today. 2015;38(4):206–214. doi:10.1177/1076217515597277. Checked October 11, 2026.
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    The ERIC record (EJ1075277): “Most importantly, no one definition has been embraced by both researchers and practitioners. To address this issue, professional organizations and specialists in the field of twice-exceptionality formed a Community of Practice and a new definition was created.”
15. Maryland State Department of Education. Equitable Supports for Gifted and Talented Children: Twice Exceptional Learners. Guidance, PDF, 2023–2024. Checked October 11, 2026.
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    “Students who are classified as Twice-Exceptional Learners are commonly identified as having a documented disability such as a Specific Learning Disability, Autism, ADHD, emotional and/or behavioral or communication disorder, orthopedic, speech, hearing or vison impairment, or other physical or intellectual disability, while simultaneously demonstrating exceptionally high or atypical talent, skills and abilities in one or more academic, artistic or social areas”. “The National Association for Gifted Children (NAGC) estimates that approximately 6% of students receiving special education services are also academically gifted, although they may not have been identified.” Characteristics include “Experiencing high levels of frustration and anxiety; may appear to lack motivation; may resist taking academic or intellectual risks.”, “Experiencing difficulty in focusing, especially during lectures, reviewing material they have already mastered” and “Demonstrating intense focus and attention when the subject is of interest.” The comparison table pairs “Able to learn and retain information quickly with less repetition” with “May process new learning and information slowly, requiring support and compensatory strategies”; “Demonstrates learning and development at an advanced rate” with “May have learning delays due to Specific Learning Disability (SLD) or cognitive processing”; “May complete assignments and tasks quickly, with little assistance or guidance” with “Some students, especially those with Autism Spectrum Disorder (ASD), may have difficulty with organizational and social skills”; “Gifted children may experience levels of asynchrony” with “The asynchrony may be more extreme”; and “May concentrate intensely for extended periods” with “May have Attention Deficit difficulties but can sustain intense concentration for extended periods on tasks and topics that interest them”. Scenarios: “strong creative and critical thinking skills, strong vocabulary, and deep background knowledge, but demonstrates significant difficulty in writing”; “deep and extensive knowledge” of a topic “but struggles with completing and organizing related tasks”; “A third-grade student may read at an 8th grade level, but may have difficulty spelling and writing”.
16. U.S. Department of Education. 34 CFR 300.8 Child with a disability. IDEA regulations, sites.ed.gov, last modified May 25, 2018. Checked October 11, 2026.
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    (c)(1)(i): “Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” (c)(9): “Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli”, due to health problems “such as asthma, attention deficit disorder or attention deficit hyperactivity disorder”. (c)(10)(i): “Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.”
17. Doobay AF, Foley-Nicpon M, Ali SR, Assouline SG. Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. Journal of Autism and Developmental Disorders. 2014;44(8):2026–2040. PMID 24584434. Checked October 11, 2026.
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    The abstract: “Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis.” “Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included”; “the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers.”
18. National Association for Gifted Children. How to Advocate for Your Twice-Exceptional Child: Building Their Support System. NAGC.org, August 1, 2026. Checked October 11, 2026.
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    “Experts estimate that one in nine students in traditional gifted programs is 2e. However, identifying them can be challenging because one aspect of a child’s profile can mask another.” “some autistic learners may demonstrate strengths such as exceptional memory, attention to detail or analytical thinking.” “Sharing observations from home and classroom experiences helps create a more complete picture of how the child learns”; “Schedule meetings with teachers early in the school year”; “Share assessment reports that highlight the child’s advanced abilities alongside any identified learning or developmental needs.” “Revisit evaluations and learning plans regularly”; “Review the PLOP with the IEP team to confirm it accurately reflects strengths and support needs.” “Develop goals that extend the student’s strengths while supporting skill development.” “Request regular progress updates”; “Consider accommodations that support areas beyond academics, including executive functioning, communication, sensory needs and social-emotional development.”
19. Morelock MJ; Davidson Institute. Giftedness: the view from within. Understanding Our Gifted, February 3, 1992, republished by the Davidson Institute. Checked October 11, 2026.
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    The Columbus Group (1991): “Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity.” The group was “a meeting of theorists, practitioners, and parents in Columbus, Ohio”. Of four-year-old Jennie: “her cognitive development more nearly approximates that of a child at least twice her age”; “The emotional needs that must be fulfilled for Jennie’s healthy emotional development to take place are similar to those of other four year olds.”
20. U.S. Department of Education. 34 CFR 300.304 Evaluation procedures. IDEA regulations, sites.ed.gov, last modified May 3, 2017. Checked October 11, 2026.
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    The agency must “Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent” and “Not use any single measure or assessment as the sole criterion”; “Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient.” “The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities”.
21. U.S. Department of Education. 34 CFR 300.309 Determining the existence of a specific learning disability. IDEA regulations, sites.ed.gov, last modified May 25, 2018. Checked October 11, 2026.
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    (a)(2)(ii): the group may find a specific learning disability when “The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability”.
22. U.S. Department of Education, Office of Special Education Programs. OSEP Memo 15-08: Letter to Delisle, Children with Disabilities with High Cognition. April 17, 2015. The summary: “Reminds State Directors to adhere to the guidance provided in the December 20, 2013 Letter to Delisle regarding eligibility for children with disabilities with high cognition.” Checked October 11, 2026.
23. U.S. Department of Education. 34 CFR 300.301 Initial evaluations. IDEA regulations, sites.ed.gov, last modified May 3, 2017. Checked October 11, 2026.
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    “either a parent of a child or a public agency may initiate a request for an initial evaluation to determine if the child is a child with a disability.” The initial evaluation “(i) Must be conducted within 60 days of receiving parental consent for the evaluation; or (ii) If the State establishes a timeframe within which the evaluation must be conducted, within that timeframe”.
24. U.S. Department of Education. 34 CFR 300.502 Independent educational evaluation. IDEA regulations, sites.ed.gov, last modified May 2, 2017. Checked October 11, 2026.
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    “Independent educational evaluation means an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of the child”; “A parent has the right to an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by the public agency”; the agency must “(i) File a due process complaint to request a hearing to show that its evaluation is appropriate; or (ii) Ensure that an independent educational evaluation is provided at public expense”; it “may ask for the parent’s reason” but “may not require the parent to provide an explanation”. A parent-shared evaluation “Must be considered by the public agency, if it meets agency criteria”.

Medical disclaimer. This page is for general educational purposes and does not constitute medical advice, diagnosis, or treatment. Always consult a qualified healthcare provider about your child.