Some characteristics of giftedness can look very much like those of a learning disability or disorder and, as a result, gifted children are sometimes incorrectly diagnosed with disorders.Evaluation results should indicate the child’s areas of strength and weakness and identify whether any disorders or learning disabilities are present.
There is no clear-cut profile of twice-exceptional children because the nature and causes of twice exceptionality are so varied.
In addition, the results should include information on what the child needs in order to build on the strengths and compensate for the weaknesses that have been identified.
Teaching to students' abilities rather than disabilities increases self-concept scores.
This struggle to accomplish tasks that appear easy for other students can leave 2e children frustrated, anxious, and depressed.
It can rob them of their enthusiasm and energy for school and damage their self-esteem.
For example, 2e students may benefit from learning time-management skills and organizational techniques; and they may need to have extra time on tests and reduced homework.
It should be remembered, however, that the student's strengths should not merely be viewed as means through which they can compensate for their areas of weakness.
These children are considered exceptional both because of their intellectual gifts and because of their special needs.
A 2e child usually refers to a child who, alongside being considered intellectually above average, is formally diagnosed with one or more disabilities.
They are often intense and highly sensitive to their emotional and physical environments.
The following chart summarizes characteristics commonly seen in this population. In their early years, these children often seem bright, with varied interests and advanced vocabularies; and many times parents are unaware that they have a 2e child.
Their strengths are the key to success for twice-exceptional children.