Twice-Exceptional (2e)/twice ek-SEP-shun-al/

Twice-exceptional, commonly abbreviated as "2e," describes individuals who possess both exceptional abilities or giftedness and learning differences, disabilities, or neurodivergent conditions such as ADHD, autism, dyslexia, or sensory processing differences. These dual exceptionalities create a unique profile where advanced abilities can mask challenges, and challenges can obscure giftedness.

The term encompasses a wide range of combinations:

• Intellectually gifted with ADHD
• Creatively gifted with autism
• Academically talented with dyslexia
• Artistically gifted with sensory processing differences
• Mathematically advanced with dysgraphia

2e individuals often experience asynchronous development, where their intellectual, emotional, social, and physical development occur at different rates. This can lead to frustration when their output doesn't match their understanding, or when they excel in complex areas while struggling with seemingly simple tasks.

The 2e community emphasizes that both the gifts and challenges are integral parts of the person's identity. Parents and educators in the 2e community advocate for appropriate identification and support that addresses both the giftedness and the learning differences simultaneously.

Common experiences include:

• Being told they're "not trying hard enough" despite working harder than peers
• Having their disabilities dismissed because of their obvious intelligence
• Experiencing imposter syndrome in both gifted and disability spaces
• Struggling to find educational settings that can support both their advanced learning needs and their support requirements
• Developing anxiety or depression from the constant mismatch between ability and performance

The community strongly advocates for strength-based approaches that nurture gifts while supporting challenges, rather than focusing solely on remediation.

Research indicates that 2e individuals represent 2-5% of the gifted population, though identification remains challenging. Studies show that the interaction between giftedness and learning differences creates unique neurological and psychological profiles that differ from having either characteristic alone.

Key research findings include:

• Compensation strategies can mask both giftedness and disabilities until demands exceed coping abilities
• 2e individuals often show greater variability in cognitive testing scores
• Executive function challenges are common even in intellectually gifted 2e individuals
• Social-emotional needs are often more complex due to heightened awareness combined with processing differences

The term "twice-exceptional" was coined to move away from deficit-focused language and acknowledge both exceptionalities. The abbreviation "2e" has become widely accepted in educational and psychological contexts. Some prefer "dual exceptionalities" or "multiple exceptionalities" when more than two exceptionalities are present.