Twice Exceptional
Definitions
Gifted students with learning disabilities are a unique subgroup of students who demonstrate both superior intellectual ability and specific learning problems. Also known as "twice exceptional" and "dually exceptional", "gifted students with LD have cognitive, psychological, and academic needs that appear distinct from those of either gifted populations or those with LD (Crawford & Snart, 1994). Students with dual exceptionalities tend to fall into two categories: (a) those with mild disabilities whose gifts generally mask their disabilities and (b) those whose disabilities are so sever that they mask the gift (Baum & Owen, 2004). Often these students are not identified for either gifted or special education services due to the combination of their advanced capabilities and difficulties. High intellectual functioning often compensates for the learning difficulty, obscuring both the gifted potential and the learning disability (Baum, 1990; 1998). In essence, the gift masks the disability, and the disability masks the gift. This population of learners is highly diverse. However, in an effort to help recognize and understand the interaction of giftedness and learning disabilities, each category and potential combinations of the two are outlined below.
Gifted behavior consists of an interaction among three basic clusters of human traits: above average ability, high levels of task commitment, and creativity. Students who are gifted are considered to be academically talented individuals who have abilities in one or more domains that are significantly advanced (Renzulli, 1978).
Learning disability is characterized as a specific learning difficulty that is demonstrated by a substantial discrepancy between performance and ability. Students with LD seem to be performing below their potential in one or more areas and are most often provided with remediation in deficit areas.
Gifted/LD behavior results from the interaction of high ability and a learning disability that may create social and emotional difficulties as the students struggle to understand why they can know the answer, but are unable to say or write it correctly (Reis & Colbert, 2004).
Gifted/other disabilities characterized by high activity level, impuslivity, low frustration tolerance, and social/emotional difficulties may co-exist with giftedness and lead to additional challenges.
Source: Twice Exceptional: Gifted Students with Learning Disabilities Considerations Packet, William and Mary School of Education