Twice-Exceptional
Indicators that identify Twice Exceptional (2E) students
Cognitive/ Affective Strengths
Have a wide range of interests that are not related to school topics or learning.
Have a specific talent or consuming interest area for which they have an exceptional memory and knowledge.
Are interested in the “big picture” rather than small details.
Are extremely curious and questioning.
Possess high levels of problem-solving and reasoning skills.
Have penetrating insights.
Can set up situations to their own advantage, often as a coping method.
Are creative in their approach to tasks and as a technique to compensate for their disability.
Have an unusual imagination.
Are humorous, often in “bizarre” ways.
Have advanced ideas and opinions that they are uninhibited in expressing.
Have a superior vocabulary.
Have very high energy levels.
Cognitive/ Affective Challenges
Have discrepant verbal and performance abilities.
Have deficient or extremely uneven academic skills that cause them to lack academic initiative, appear academically unmotivated, avoid school tasks, and frequently fail to complete assignments.
Are extremely frustrated by school.
Have auditory and/or visual processing problems that may cause them to respond slowly, to work slowly, and to appear to think slowly.
Have problems with long-term and/or short-term memory.
Have motoric difficulties exhibited by clumsiness, poor handwriting, or problems completing paper-and-pencil tasks.
Lack organizational skills and study skills, often appearing to be extremely “messy.”
Are unable to think in a linear fashion; have difficulty following directions.
Are easily frustrated; give up quickly on tasks; are afraid to risk being wrong or making mistakes.
Have difficulty explaining or expressing ideas, “getting-to-the-point,” and/or expressing feelings.
Blame others for their problems while believing that their successes are only due to “luck.”
Are distractible; unable to maintain attention for long periods of time.
Are unable to control impulses.
Have poor social skills; demonstrate antisocial behaviors.
Are highly sensitive to criticism.
Low Self-Esteem
One of the most common characteristics of these children is low self-esteem. They frequently “disguise” this low self-esteem through the use of any or all of the following behaviors: anger, withdrawal, disruptive behaviors, self-criticism, daydreaming and fantasy, clowning behaviors, crying, apathetic behaviors, denial of problems.
More Information
View a detailed list of of the Twice-Exceptional Characteristics of gifted students or the NAGC Twice Exceptional Students.