Identifying
2e Learners

According to the National Association for Gifted Children's report on twice exceptionality, students who are 2e may be identified in one of three categories:

Identified as gifted, but not identified with a disability

These students might:

go unnoticed for possible special education evaluation
be considered underachievers, often mischaracterized as lazy or unmotivated
achieve at grade level until curriculum becomes more difficult, often during middle or high school

Identified as having a disability, but not as being gifted

These students might:

be part of programs/services that focus solely on their disability
be inadequately assessed for their intellectual abilities
become bored in special programs if the services do not appropriately challenge them

Not formally identified as gifted nor disabled

These students might:

be considered achieving at grade level and assumed to have average ability
struggle as curriculum becomes more challenging
never be referred for special education evaluation due to deflated achievement or standardized test scores

To identify a student with a defined giftedness as also having a disability:

look for discrepancies in assessment scores, such as a very low processing speed as compared to other, much higher data points
use alternate assignments and/or assessments
have a Special Education specialist observe the student and/or review a collection or portfolio of student work samples

To identify a student with a defined disability as also being gifted:

look beyond the student's disability; look for their strength(s)
when considering assessment data, use different criteria, such as a lower cut-off score or only a subtest score
use nonverbal assessments
have a GT specialist observe the student and/or review a collection or portfolio of student work samples

To identify a student who has no formal identifications:

use any of the tips in either/both of the columns to the left
look beyond scores and grades
look for signs of social or emotional struggles
have a GT specialist and a Special Education specialist observe the student and/or review a collection or portfolio of student work samples

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