Examining Twice Exceptionality From Various Perspectives

Abstract

Twice exceptional (2e) children are identified as simultaneously having gifts and talents along with one or more disabilities. They are a unique population of learners who often go unnoticed in K-12 classrooms and under-discussed in teacher preparation programs. Providing support for 2e students begins by recognizing and honoring their strengths while simultaneously accommodating their challenges. Doing so maximizes their potential, confidence, and agency. This chapter addresses instruction, empowerment, and support for 2e learners from three critical perspectives: the parents of 2e learners, classroom teachers working with 2e learners, and higher education faculty working with preservice teachers in preparation programs. Activities and reflective questions to help parents, educators, and beginning teachers meet the academic and social needs of twice exceptional learners are provided from each perspective.