Bridging Two Worlds: A Guide to Supporting Twice-Exceptional Children

Ilse Gevaert
Apr 14
7 min read

By Ilse Gevaert

*“If a child can’t learn the way we teach, maybe we should teach the way they learn.” -Ignacio Estrada*

Imagine being able to grasp complex quantum physics concepts while struggling to tie your shoelaces. Or having the ability to compose brilliant symphonies in your head but being unable to write them down due to dysgraphia. This is the reality for twice-exceptional (2e) children – children who are both intellectually gifted and face learning differences.

They straddle two worlds, each with its own misconceptions. Educators see a student who either isn’t trying hard enough or is too advanced to need help. Parents feel torn, trying to find accommodations for learning differences while trying to nourish their child’s unique gifts.

Common Misunderstandings

Twice-exceptional children often find themselves misunderstood in classrooms built for more uniform learners. Two misconceptions are particularly damaging:

1. “Learning disabled means not smart.”

Many assume that struggling readers or kids with ADHD must have low intelligence. Coexisting high intelligence and a learning disability can hide each other, leaving adults unaware of the child’s true potential (Silverman, 2009).

2. “Giftedness is obvious high achievement.”

Even if a child is gifted, learning challenges such as dysgraphia or processing disorders can suppress typical measures of intelligence like IQ scores. These kids may have brilliant ideas but struggle to express them on standardized tests or essays, leaving their giftedness hidden (Silverman, 2009).

The Internal Struggle

For a twice-exceptional child, daily life can feel like a rollercoaster. One moment, they might explain how ancient civilizations rose and fell; the next, they struggle to organize a simple paragraph. This volatility often leads adults to assume they’re not trying hard enough. In reality, the child is just as perplexed by the inconsistency.

Without proper support, 2e kids risk internalizing negative messages, thinking they’re “lazy” or “slow.”

The Tightrope Parents Walk

Parenting a 2e child can feel like a never-ending juggling act. On one hand, you have to push for advanced educational content to satisfy your child’s thirst for learning. On the other, you need accommodations that address their learning differences. Traditional gifted programs might not provide needed support for learning differences, while special education programs might not offer the intellectual stimulation these children crave.

Parents feel like they are failing, struggling to become educational architects, piecing together tutors, therapists, extracurricular programs, and technology. There are only 24 hours in a day, and 2e children often expend extra energy to manage their challenges. They need downtime to recharge, making the puzzle even more difficult to solve.

The Brain’s “Airport Networks”

Human brains operate like interconnected transportation systems, with different “airports” (neural hubs) linking various functions (Barrett, 2021).

In this framework, neurodivergence can be understood as having a different "airport network" configuration. Barrett explains that in autism, it's as if a major hub like JFK airport is "down". This alters how information flows through the brain, creating unique patterns of processing and perception.

Denser networks in autism might enable extraordinary attention to detail and pattern recognition within specific domains, while the longer networks in dyslexia might facilitate unique insights and connections between seemingly unrelated concepts (Eide B., Eide F., 2023).

Understanding these differences in brain architecture helps explain why neurodivergent individuals might excel in certain areas while facing challenges in others. The different wiring patterns can create novel ways of perceiving and processing information, leading to innovative solutions and creative insights that might not be accessible through more typical neural arrangements.

Boundless Brilliance: Gifts That Lie Within

2e children exhibit remarkable talents:

1. Deep Sensitivities

Heightened awareness can lead to keen observations in science or the arts. What others dismiss as “over-sensitivity” often translates into nuanced insights and creative prowess (Gatto-Walden, 2017).

2. Focused Intensity (Hyperfocus)

When a twice-exceptional child fixates on an area of interest, they can become mini-experts almost overnight, diving into details that many adults overlook. This level of engagement can drive scientific discoveries or yield stunning works of art.

3. Non-Linear Thinking

Many 2e individuals think in pictures, patterns, or systems rather than logical sequences. This perspective can lead to breakthroughs in engineering, architecture, music, and beyond. Their unique approach to problem-solving can spark creative solutions that escape more typical minds. (Eide B., Eide F., 2023).

Practical Strategies for 2e Success

How can we help twice-exceptional children bridge the gap between their talents and their learning barriers?

1. Strength-Based Learning

Build educational strategies around a child’s strengths while supplying targeted support in weaker areas (Trail, 2011). By focusing on what they’re already good at, you bolster self-esteem and create the motivation to tackle challenges. A great example is Bridges Academy in Los Angeles, a strength-based school specifically designed for twice-exceptional learners.

2. Leverage Technology

Children who have difficulty with fine motor development can learn keyboarding skills and use a computer for written assignments. Assistive tools such as word processors with spell-check or lecture recordings can be helpful. Speech-to-text software allow students with dysgraphia to express their ideas freely. Text-to-speech can help children with reading difficulties keep pace with demanding coursework.

3. Emotional Support

Counseling or coaching can help 2e students see that their challenges do not invalidate their gifts. Understanding and embracing their unique mind is crucial for developing healthy self-esteem and self-advocacy.

4. Holistic Activities

Music training enhances neural connectivity (Doidge, 2007). It can help build both cognitive flexibility and emotional resilience, while providing a non-verbal outlet for expression.

Martial arts helps develop proprioception and motor planning, while the emphasis on self-control and mindfulness supports emotional regulation, stress management and confidence (Ratey& Hallowell, 2022).

5. Regular Breaks

Get up and move: Every 25 minutes of study time, encourage students to take a 5-minute break (Pomodoro Technique by Cirillo). Moving your body ramps up brain power, it improves mood and motivation, reduces anxiety, regulates emotions and maintains focus (Ratey& Hallowell, 2022). Whether it’s jumping jacks, stair sprints, or a quick dance-off—anything goes.

Rest: Teach children that breaks are not a sign of laziness but an essential way to reset overstimulated brains. Dim the lights, find a quiet corner, or wrap yourself in a cozy weighted blanket. Allow at least 1 day a week to recover and unwind.

6. Compensation Strategies

Encourage daily organization through tools like day planners, to-do lists, and visual reminders for greater task management. Provide noise-blocking earphones, or a quiet workspace at home or school where students can study with minimal distractions (Silverman, 2009).

7. Community and Peer Connection

Encourage 2e children to connect with “true peers,” meaning those who share common interests or abilities rather than just an age group. Sharing experiences with like-minded individuals can combat feelings of isolation and help them thrive socially.

Unleashing the Bright Sparks of Tomorrow

Twice-exceptional children stand at the crossroads of brilliance and challenge. By reshaping our approach and acknowledging that intellect and learning differences can coexist, we can ignite the futures of these remarkable young minds.

Every 2e child carries a spark that, with the right support, can burst into a flame of discovery, artistry, or innovation. Their journey may be bumpy, yet it’s precisely the twists and turns that shape them into creative problem-solvers and empathetic leaders.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, fifth edition. Washington, DC.

Barrett, L. F. (2021). Seven and a half lessons about the brain. New York, Mariner Books.

Baum S.M., Schader, R.M., Owen S.V. (2017). To Be Gifted & Learning Disabled. Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Prufrock Press Inc. Published in 2021 by Routlegde.

Cirillo, F. (2024). The Pomodoro Technique. https://www.pomodorotechnique.com

Dabrowski, K. (1964). Positive disintegration. Boston: Little, Brown.

Doidge, N. (2007). The brain that changes itself: stories of personal triumph from the frontiers of brain science. Viking.

Eide B., Eide F., (2023) The Dyslexic Advantage (Revised and Updated): Unlocking the Hidden Potential of the Dyslexic Brain. Plume.

Emerick, L. J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3), 140-146.

Gatto-Walden, Patricia (2017). Embracing the Whole Gifted Self. Royal Fireworks Publishing Co, Inc. Unionville, New York.

Kircher-Morris, E. (2022). Raising Twice-Exceptional Children. A Handbook for Parents of Neurodivergent Gifted Kids. Routledge. Taylor & Francis Group.

National Association for Gifted Children. (2010). Use of the WISC-IV for gifted identification. Retrieved from http://www.nagc.org/about-nagc/nagc-position-statements-white-papers

National Association for Gifted Children & The Council of State Directors of Programs for the Gifted. (2015). 2014-2015 state of the states in gifted education: Policy and practice data. Washington, DC: Authors.

Ratey, John J., HALLOWELL, Edward M. (2022). ADHD 2.0: New Science and Essential Strategies for Thriving with Distraction-From Childhood Through Adulthood (Cetakan Ke- 13).

Silverman L. K. (2002). Upside-down brilliance: The visual-spatial learner. Denver: DeLeon.

Silverman, L. K. (2013). Giftedness 101. New York: Springer. https://doi.org/10.1891/9780826107985

Trail, A. B. (2011). Twice-exceptional gifted children: understanding, teaching, and counseling gifted students. Prufrock Press Inc.

Ilse Gevaert is a psychologist and coach with expertise in neurodiversity, trauma, and resilience. As a neurodivergent professional and mother of a twice-exceptional child, she intimately understands the complexities faced by neurodiverse individuals and their families. Her practice focuses on three core areas: neurodiversity, trauma, and resilience, allowing her to provide comprehensive support to her clients.

Ilse continued her education at Harvard and Cornell, where she obtained leadership certificates that have informed her practice. This specialized leadership training empowers her to guide clients beyond managing challenges to achieving their full potential. She combines clinical expertise with strategic leadership principles to help individuals transform obstacles into steppingstones for success.

Her professional journey is particularly notable for its authenticity, as she navigates both the role of a professional and a parent within the neurodivergent community. This dual perspective informs her understanding of neurodiversity not just as a clinical concept, but as a lived experience, making her uniquely qualified to support others on similar paths. https://resilientminds.blog