Running head: TWICE-EXCEPTIONAL 1

Twice-Exceptional, Twice Neglected

Caroline G. Rice

First Colonial High School

TWICE-EXCEPTIONAL 2

Abstract

The purpose of this paper was to bring more awareness to the problems facing twice-

exceptional students in the school systems. Students who are twice-exceptional are going

through a tremendous amount of stress in their lives and it is imperative that the school works as

hard as it can to ensure that these students receive the help that they need. After an overview of

twice-exceptionalism as a whole the implications of early identification is discussed at length.

Early identification is crucial for a student to develop a healthy system for their education and

should be a priority for both students and teachers. The legislation for twice-exceptionalism is

very clear and is found in two different federal laws, the Rehabilitation Act of 1973 and the

Individuals with Disabilities Education Act. Two documents that help twice-exceptional

students, 504 forms and IEP’s, are analyzed in relation to legislation. The importance of self-

advocacy among twice-exceptional students is mentioned, along with the role that parents play in

this process. Finally, the author tentatively puts forward a solution to the twice-exceptional

dilemma. The only way for twice-exceptional students to have an improved situation in schools

is for the teachers and schools themselves to take a personal interest in the well-being of

students.
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Twice-Exceptionalism: An Overview

We live in an ever changing world, filled with individuals who are trying to leave

this Earth a little better than when they found it. What happens when some of these individuals

are hampered, or weighed down by something beyond their control? Do the people who care

about them the most stand by and allow these amazingly unique people to struggle on their own,

or do they intervene and offer them help? Twice-exceptional students are being neglected by the

educational system that has been put in place to prepare them for the rest of their lives. Instead of

being helped, many of them are being hindered, their limitless potential suppressed by the very

institution that is supposed to be on their side.

Twice-exceptional students are both gifted and learning disabled, often showing higher

than average learning potential in some areas paired with lower than average learning potential in

other areas. There are several different kinds of twice-exceptionality in which students can be

gifted with physical or sensory disabilities, emotional and/or behavioral disorders, ADD/ADHD,

or learning disorders. It is also possible for students to have a combination of two or more

disabilities, such as having ADHD and a learning disability. Helen Keller was a very gifted

individual but suffered from a sensory disability, and Louis Braille invented a written language

for the blind, as well as being a gifted musician and inventor. The author of this paper has a

combination of ADHD and a learning disability in mathematics, making it difficult for them to

process numbers.

One great difficulty is how is it possible to identify twice-exceptional students from

average students if they are achieving averagely in school? The answer is very simple:

identifying students as twice-exceptional is difficult but not impossible. Often times a student’s

disability masks their giftedness, their giftedness masks their disability, or their disability and
TWICE-EXCEPTIONAL 4

giftedness balance each other out (Welsh, 2010). It is these situations that make it difficult to

identify twice-Exceptional students, but there are some signs that when combined can help to

identify possible Twice-Exceptionals.

An article written by Beverly Trail on twice-Exceptional students provides insight into

real life situations in which a student is displaying the indicators of a twice-Exceptional student.

When Paul was in kindergarten, he was much more advanced than many of his peers, reading

three years above his grade level. However, as Paul went into early elementary school years, he

began struggling in school. While he had previously been performing at a level far surpassing

that of his peers, Paul had begun to struggle in school.

Even though Paul seemed to have an advanced understanding of the concepts that were

discussed in class, his writing and math performance were far below that of his peers. On top of

all this, his teachers began to report behavioral issues, and his parents were becoming very

concerned and were worried about their son. This is a situation where a student was displaying

classic signs of twice-exceptionality, and because of struggles in school, begins to display

behavioral problems as well (Trail, 2006). Paul understood the concepts that he was being tested

on, but was having a hard time communicating that he understood. Because he understands

concepts well beyond his grade, Paul was bored, and this boredom combined with the frustration

of not being able to communicate his understanding of the topics was resulting in him acting out

(King, 2005)

For twice-exceptional students, an important part of their academic success, or lack

thereof, is the level of encouragement and acceptance they feel from the people around them

(Wang, 2015). No matter how old someone is, everyone is susceptible to the opinions of the

people around them. Because of this, it is very important that students are surrounded by an
TWICE-EXCEPTIONAL 5

encouraging and accepting atmosphere both at school and at home (Baldwin, 2015). Being able

to talk about this part of their lives with both parents and friends is what will help them through

difficult times in their life. However, the most important people in a student’s life during this

difficult and confusing time are teachers. Teachers have a position of profound authority in a

student’s life, and their attitude towards the student can have a positive or negative impact on

their mental and emotional state. Because of this, it is crucial that teachers show the students

compassion and encouragement, reassuring them that they aren’t alone during this time of

change and uncertainty (Birr, 2011).

Early Identification

One of the biggest problems with twice-exceptional students is that many of them are not

identified at an early enough age. Many students are not identified until late middle school or

high school years, which can make it more difficult for them to adjust to their new condition

(Douglass, 2008). If students were identified at an earlier age, it would be a much easier

transition for them then if they were trying to adjust to this during their junior or senior year of

high school. When twice-exceptional students are not identified until high school years when the

workload has increased exponentially, it is then that we see these students begin to struggle the

most. While these students are younger, such as elementary school, they may appear to be

average students, but are usually performing well below their academic potential. In general,

early identification of twice-exceptional is very important to the mental and academic

development of a student (Dole, 2000). The social and emotional consequences of not having

this underperformance recognized can have a seriously negative impact on every aspect of a

student’s life, not being simply limited to academia (Dole, 2000). Recognizing the unique

personalities and characteristics that these students have may help teachers and other educators
TWICE-EXCEPTIONAL 6

to identify students earlier on in their lives and provide the necessary help that these students

need in order to succeed.

Twice-exceptional students often learn strategies that help them compensate in their areas

of difficulty, so their level of giftedness masks their disability. Even so, their disability still

suppresses their full potential, which is reflected in grades and test scores (Rizza, 2003). It is

largely because of this that identifying students at a younger age is so difficult. Most twice-

exceptional students on average usually appear to be two to three years behind other students

their age in both social and emotional development. Additionally, since many characteristics of

twice-exceptional students are similar to those of typical students who only have a disability and

are not gifted, it is a serious possibility that they could be misdiagnosed and given

accommodations and other assistance that they do not need (Webb, 2005).

Finally, since many requests for gifted testing originates with the student’s teacher, the

less than desirable characteristics of twice-exceptional students such as the tendency to question

authority and constant distraction, combine with educational difficulties, enlarge the possibility

of a misdiagnosis and may lead to a question of whether the student would benefit from some

kind of medication. This plethora of issues makes it extremely important that both teachers and

parents work together to observe where, when, and how these behaviors occur in order to help

diagnose twice-exceptional students before they are thrown headfirst into a higher level

education that they are simply not prepared for.

Legislation

When looking at legislation for twice-exceptional students there are two main federal

laws to look at that are relevant to students specifically, Section 504 of the Rehabilitation Act of

1973, and the Individuals with Disabilities Education Act (IDEA). IDEA is the primary federal
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law that governs Individualized Educational Programs (IEPs) and the special education process

in school systems. IDEA guarantees children with disabilities a “free, appropriate public

education (FAPE) in the least restrictive environment” (Latham, 2015).. Both of these federal

laws substantially improved educational conditions for students with disabilities, but there are

cases where a federal law just doesn’t seem to be enough (Doug C. v. State of Hawaii

Department of Education).

Spencer was an 18 year old living in the educational district of Maui in the Hawaiian

Islands during 2013. He was diagnosed when he was two as being autistic, and therefore

qualified for an Individualized Education Program (IEP) that would help him in school. Spencer

has been provided with special accomodations since fifth grade and was scheduled for an annual

meeting to re-evaluate his IEP. After scheduling the meeting, Spencer’s parent informed the

committee handling Spencer’s IEP that he was sick and unable to make the meeting. He spoke

with various teachers on the committee on no less than 13 occasions over the next few days

asking for them to reschedule so he could come to the meeting. Despite this, the teachers decided

to have the meeting without Spencer’s parent present and ended up moving Spencer from his

private school to a program at the local public school (Doug C. v. State of Hawaii Department of

Education).

The central question for this specific case was if the efforts by the school to include

Spencer’s parent in the committee meeting fulfilled the requirements for a free appropriate

public education (FAPE) under IDEA. In order to determine whether the school provided

Spencer with a FAPE as defined under IDEA, a two part investigation must be held. First, it must

be determined whether or not the school followed the procedures for this kind of situation that

are stated in IDEA. Second, the court must determine if the IEP is written so that it provides
TWICE-EXCEPTIONAL 8

Spencer with the educational benefits that he needs for his specific disability. It is also important

to recognize that “harmless procedural errors do not constitute a denial of FAPE” (Doug C. v.

State of Hawaii Department of Education).

The Supreme Court has placed a large emphasis on the importance of parents and

guardians being present at IEP meetings, their statement from this case reflected that

sentiment: [W]e think that the importance Congress attached to these procedural

safeguards cannot be gainsaid. It seems to us no exaggeration to say that Congress

placed every bit as much emphasis upon compliance with procedures giving parents

and guardians a large measure of participation at every stage of the administrative

process as it did upon the measurement of the resulting IEP against a substantive

standard. We think that the congressional emphasis upon full participation of concerned

parties throughout the development of the IEP . . . demonstrates the legislative

conviction that adequate compliance with the procedures prescribed would in most

cases assure much if not all of what Congress wished in the way of substantive content

in an IEP. (Doug C. v. State of Hawaii Department of Education)

Even the Supreme Court recognizes the importance of having a parent present at an IEP

meeting, and continued to comment on the issue by saying that the foundation of IDEA is

the cooperative relationship that is established between schools and parents (Doug C. v.

State of Hawaii Department of Education). When the participation of a parent is undermined

in an IEP meeting, it undermines the very essence of IDEA itself.

504 forms and IEP’s

The two most important things to know about federal laws regarding twice-exceptional

students are 504 forms and IEP’s. Section 504 under the Rehabilitation Act of 1973 grants
TWICE-EXCEPTIONAL 9

students what is known as a 504 form. This form is “a blueprint for how the school will provide

supports and remove barriers for a student with a disability, so the student has equal access to the

general education curriculum” (Understood, 2017). It is important to understand that 504 forms

and IEP’s are not the same thing. They are both established by different federal laws and work to

help different kinds of students in school systems. When a student has been diagnosed with a

learning disability, that doesn’t necessarily require them to have an individualized education

program (IEP). They can be set up with a 504 plan which allows students with disabilities to

learn alongside their peers, but removes any academic roadblocks that the student might be

facing.

504 plans often include accommodations. These can include changes to the

environment, changes to instruction, or changes to how curriculum is presented.

Accommodations don’t change what kids learn, just how they learn it. The goal is

to remove barriers and give kids access to learning.Accommodations address

specific challenges. A child with ADHD who’s easily distracted might get seating

at the front of the class. A child with dyslexia might be allowed to use text-to-

speech technology. And a student with slow processing speed might get extended

time on tests. Some students may be able to get related services under a 504 plan.

These could include occupational therapy or a study skills class that focuses on

organization. Some students might also get supports for social and emotional

issues or for behavior challenges through a 504 plan. While it’s rare, 504 plans

can provide modifications. Unlike accommodations, modifications do change

what a student is taught or is expected to learn. Students might get fewer

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homework assignments, for instance. Or they may be graded in a different way

than their classmates. (Understood, 2017)

504 plans are crucial to the academic development of a student and are necessary for

them to succeed when being judged on the same level as their peers.

The Individuals with Disabilities Education Act (IDEA) requires that public

schools create an IEP for every student who is receiving special education services in

their education. An IEP is designed to aid each student with their individual disability in

order to give them the best possible education. It includes specific education goals and

“special education supports and services that the school will provide to help your child

reach goals” (Stanberry, 2017). An IEP is also a legally binding document, which means

that any promises the school makes in the IEP must be upheld without exception.

An IEP contains several elements that help educators decide what

accommodations will best address the individual student’s needs while they are in

school. The student’s present level of educational performance (PLOP) is the first

document that is required. A PLOP is a thorough description of the student’s current

academic abilities, skills, weaknesses and strengths. The PLOP is the part of the IEP that

explains how the student’s disabilities affect their ability to conform to the standardized

education that their peers are receiving. The PLOP also includes details on how the

student handles specific academic subjects and other social elements of school such as

socialization with peers and teachers (Understood, 2017).

A PLOP should be based on both teacher observations and objective numerical

data such as the scores from tests. It is important that every aspect of the PLOP is redone

each year to ensure the best accuracy for the student’s needs. Students acquire new skills
TWICE-EXCEPTIONAL 11

over time and as these new skills are developed both the IEP and PLOP need to reflect

these changes in order to give the student the best education possible (Stanberry, 2017).

Self-Advocacy

The most important skill that twice-exceptional students can learn is how to advocate for

themselves and know what they need from the school system in regards to accomodations. When

students leave high school, they won’t have their parents there to help them, so they need to learn

how their disability limits them and how they can use their accommodations to compensate for

those differences. One of the biggest challenges a student is going to face is having to go into the

world alone, but that doesn’t mean they have to go into the world unprepared. Providing students

with the tools and resources they need for life is the sole purpose of the educational system, so

why should the situation be any different for twice-exceptional students? For some students,

acclimating to a new way of doing things can be difficult, especially when they are in high

school. They have been doing things a certain way for so long that the idea of changing that

routine is frightening and off putting. High school is the time when students are discovering who

they are and beginning to prepare for the future they one day hope to have.

Being burdened with AP classes, SAT’s and a plethora of extracurricular activities is

enough to drive most teens to a nervous breakdown. When adding in having to adjust to new

testing options and other changes brought on by being twice-exceptional, most people just can’t

cope (King, 2005). This isn’t even taking into account that many twice-exceptional students have

some form of ADD or ADHD, which just means that they have an even harder time

concentrating and remembering things than the average student.

Self-advocating is extremely difficult for many students. They may feel awkward, and

sometimes even guilty about asking for help or for accommodations in their classes. This is
TWICE-EXCEPTIONAL 12

especially true if a student is worried about how their peers will react to these accommodations.

A child who develops the skills necessary to advocate for themselves at an early age will find it

much easier to advocate for themselves later in life, like when they go to college. Parents cannot

accompany students to college to help them with their difficulties. They can’t hold their child’s

hand and walk them through a process that’s going to be necessary for the rest of their lives (Lee,

2017).

Learning this skill may not seem important to some people now, but in the long run it

makes all the difference in the world. Instead of being dependent on their parents for support, the

student can grasp a new level of independence that will benefit them for the rest of their lives. Of

course, the benefits of self-advocacy extend far beyond just their academic career. A student who

can advocate for themselves is a student who can effectively communicate in what would

otherwise be uncomfortable social situations. For example, it becomes much easier to explain to

friends or classmates why the student has academic accommodations (Douglas, 2004).

Probably one of the most important part of self-advocacy is the development of the

student’s self advocacy skills outside of school (Lee, 2017). Each student has a different

personality, and with these different personalities comes different needs. Some students don’t

like to talk in front of other people, some don’t know how to speak up for what they need, while

still others just need more time to get comfortable with new and different situations.

Understanding that students have different needs is imperative to creating an environment that is

conducive to academic and social success.

Another aspect of helping students to self-advocate is encouraging them to find

opportunities to speak for themselves. Involving them in family decisions such as where to go for

family vacation is just a small way to help them learn to speak for themselves. Not only will this
TWICE-EXCEPTIONAL 13

teach them how to speak up for what they want, but it will also let them know that other people

value their input. Helping their children out of school is great, but helping them with school can

really make a difference. Parents should communicate with the teachers to let them know what

their child is going through. Teachers have so much to do during school, and it makes it much

easier for them if the parents of a student come to them and inform them if their student is having

problems. It is this communication between the school system and the individual families that

will help twice-exceptional students get the help and recognition that they need.

It Takes a Village

Where twice-exceptional students are concerned, there are three things that both the

school and the parents can do to help these children reach their full potential (Rosen, 2015).

Firstly, parents need to have clear and constant communication with both the school and the

individual teachers of their child. Under federal law, if a parent suspects that their child might

have some form of learning disability, then the school is required to provide testing for that

student. If the child is determined to be twice-exceptional ,then the parent needs to communicate

with the teachers and other staff to determine what steps can be taken to help their child.

The second thing is for parents to find a way to connect their child with other twice-

exceptional students in their area. It’s often difficult for these students to find someone with

whom they can relate, and putting them in touch with other twice-exceptional students will help

them to feel less isolated (Rosen, 2015). Connecting with other twice-exceptional families is also

a way for parents who are unfamiliar with twice-exceptionalism to get advice on 504 forms and

IEP’s from other parents who have already gone through the process.

The last thing parents can do is to reassure their children that they’re not alone during this

stressful time in their lives. Helping them understand what their gifts and weaknesses are is
TWICE-EXCEPTIONAL 14

crucial to their academic development in high school. It’s important to reassure then that their

children can get some form of help in the areas where they struggle (Rosen, 2015). It is also

important that parents also remember that when their child gets frustrated they don’t always

attempt to interfere, part of helping their child is to make sure that they can handle stress on their

own.

By learning how to cooperate and communicate with their child’s school, parents can

have an enormous impact on their child’s life. Learning more about how to be an effective

advocate will set an example for their child and teach them how to grow as a student. With the

support and encouragement of both parents and teachers, twice-exceptional students can thrive in

school and make the most of their extraordinary gifts.

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TWICE-EXCEPTIONAL 15

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