The Association for the Gifted Division of the Council for Exceptional Children (2020) agree upon the following definition for twice-exceptional. This definition is based upon the National Community of Practice (2015) definition. This is a working definition which seeks to unify the community and act as a foundation for our collaborative work.
Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized nor addressed. Additionally, twice-exceptional individuals come from- and are impacted- by socio-economic, individual, and cultural diversity.
2e students, who may perform below, at or above grade level, require additional considerations in the following:
- Identification: Specialized methods of identification that consider the possible interaction of the exceptionalities
- Instruction: Enriched/advanced educational opportunities and pedagogies that develop the child's interests, gifts and talents while also meeting the child's other learning needs
- Support Services: Simultaneous supports that ensure the child's academic success and social-emotional well-being, such as specialized accommodations and therapeutic interventions
Working successfully with this unique population requires specialized academic training and ongoing professional development.