Strategies to recognize talented learners and twice exceptional

Profiles of gifted and talented learners

Talented learners are as diverse as any group, yet common patterns show up in intellectual performance (fast learning, rich vocabulary, strong memory, abstraction), work habits (independence, high standards), and social behaviour (empathy, leadership, questioning rules). 

Betts & Neihart’s six profiles help educators notice different needs:

• Type I Successful – high achievers who “learn the system,” often liked but may get bored. 

• Type II Challenging – highly creative, nonconforming, may clash with authority. 

• Type III Underground – often girls (12–15) who hide ability to fit in; benefit from low-pressure acceptance.

• Type IV Dropout/Underperformer – disengaged or angry after unmet needs; counselling often needed.

• Type V Twice-exceptional – co-existing disability masks talent (or vice-versa); strengths + support matter. 

• Type VI Autonomous – intrinsically motivated, self-directed, create their own opportunities. 

A closer look at twice-exceptional learners

Three masking patterns are common:

Talent masks difficulty - compensation hides the disorder until demands rise; struggles may be misread as low motivation.

Difficulty masks talent - adults focus on the deficit and overlook strengths.

Both are masked - neither talent nor difficulty is recognized; learners feel overwhelmed and underperform.
Educators can teach compensatory strategies, surface strengths/needs, and create environments that value individual differences. 

Typical specific signs include uneven skills, inconsistent performance, strong oral vocabulary but weaker writing, need for more time, and fatigue from constant compensation; non-specific signs include perfectionism, social difficulties or hypersensitivity. 

How educators and parents can recognize talent

Identifying giftedness requires psychologists, but educators and parents can recognize signs. Gifted learners excel intellectually, show perseverance, and often question authority. Betts and Neihart (1988) identified six profiles: Successful, Challenging, Underground, Dropout, Twice Exceptional, and Autonomous. Twice exceptional learners have both talents and disabilities, requiring tailored support. Recognizing diverse talents and understanding the cognitive, emotional, and social needs of gifted learners is crucial for effective educational programming. Educators can use tools and observations to support these learners, fostering their strengths and addressing their unique challenges. 

Create a supportive alliance with talented learners through interviews, recognize their abilities, and implement personalized strategies. Ensure open communication with parents and educators, and seek specialized help if needed.