This article from Educationnews.org summarizes a survey done, showing that children who are both gifted and have learning disabilities, are perhaps the most “left behind” of all. These children, sometimes referred to as “2e” or twice-exceptional kids, are those of giftedly high intelligence but also have learning differences/disabilities.

The survey, conducted by 2eNewletter.com, asked parents, educators and counselors how well the schools were meeting the needs of these 2e children. Not surprisingly, the parents had the dimmest view, with only 50% saying that they felt “very” or “somewhat” confident that the schools were doing all they could for their children.

Teachers reported that out of all students: regular, special education/LD, gifted or 2e, the 2e children were the ones for which the system was least likely to be doing “all it could” to education. Teachers cited teacher support and training as being the biggest obstacle.

It is estimated that about 20% of gifted children can be classified as 2e – having some type of learning disability or differences. The parents in the survey cited that ADHD, sensory integration and anxiety were the most identified disabilities with their gifted children.

At the crux of this issue is the unwillingness by school systems to truly treat special kids as INDIVIDUALLY special. A presumption, by schools and by society in general, is that if a child is disabled (especially learning disabled vs. physically disabled) they have a low IQ or are intellectually impaired.

But those parenting special kids know differently. Children with ADHD, Autism, Tourettes, OCD, ODD, Sensory Processing Disorder and other neurologically-based disabilities know all too well that their children’s IQ is not impaired, but often “held hostage” by the disability.

Educators willing to look at the child as an individual can have a significant impact on the child’s ability to learn, and to excel. Children who are gifted and learning disabled need both the opportunity to be academically challenged and creatively nurtured AND the structure, predictability, safety and tools that many children with LD and other impairments need.


The 2e Dilemma: Understanding and Educating the Twice-Exceptional Child