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Misjudged,
Misunderstood,
Misplaced...
Finding the balance for the twice-exceptional child
WORDS: Dr. Kirstina Ordetx
Dr. Kirstina Ordetx holds a doctorate in Counseling Psychology with a concentration in pediatric neurology. Dr. Ordetx is
an educational specialist with over 2�� years o�� clinical experience, research, and consultation. She is a Certi��ed ��utrition
and Wellness Consultant, Executive Functions Coach, and a registered Licensed Mental Health Intern. She is the Executive
Director of the Therapy and Reading Center of Lakewood Ranch, a multi-disciplinary pediatric therapy clinic.
Twice exceptionality is de��ned by the co-existence of
superior abilities and speci��c learning problems. Students
described under this term may be recognized for their
excellent academic achievement in one area, while also having
at least one other exceptionality such as a speci��c learning
disorder ��SLD��, attention-de��cit with hyperactivity disorder
��ADHD��, dyslexia, autism spectrum disorder ��ASD��, or identi��ed
problems with processing or written expression.
These children, referred to as “��e,” exhibit a noticeable
discrepancy between their potential and their performance,
which leaves parents and teachers perplexed. Children who
fall into this category may have a history of attending various
schools or moving classrooms in search of the right ��t. They may
not be “gifted enough” for one program or “struggling enough”
for another.
HOW TO SPOT THE 2E CHILD?
Although ��e children are only thought to make up approximately
���� of the students who receive special education services, this
number is likely higher due to the lack of formal identi��cation of
those who are placed in general education classes ��Hechinger
Report ��01����. In many cases, a student with dual exceptionalities
may present with a learning problem that masks their giftedness
or giftedness that hides the learning disability.
Ultimately, the characteristics do not quite ��t in the category
of gifted or learning disability, but somewhere in between.
The best way to recognize the ��e child is through a thorough
neuropsychological evaluation. A combination of academic
assessment, social-emotional questionnaires, and examples of
the child’s intellectual strengths and creative abilities can shed
light on individualized supports that will ensure that he or she is
appropriately challenged and has access to accommodations
where needed.
Placed in the wrong learning environment, the ��e student
may become highly frustrated or bored, and their emotional
dysregulation can manifest into behavior problems or opposition
in the classroom. Also, the student may never receive an
opportunity to perform at their true potential. Here are a few
characteristics that are common in ��e learners:
COGNITIVE STRENGTHS
• Craves intellectual stimulation.
• Superior vocabulary.
• Strong observation skills.
• Extreme creativity.
• Highly imaginative.
• Sophisticated problem-solving skills.
• ��������������������������������������������������������������������������������������
• Questions authority or reasoning.
• Excel in solving real-world problems.
• Ability to concentrate for unusually long periods
when the topic is of interest.