Though the terms “twice exceptional” and “2E” are relatively new to the educational scene, all of us can probably think of a 2E student we encountered in our youth once we know what 2E means. Remember the kid who knew a ton about history and literature, but had a hard time relating to their classmates? Or how about the one who made amazing art projects, but couldn’t get their head around math, science, and other highly conceptual subjects? It’s possible both of these students were twice exceptional.
What is 2E? It’s when a child exemplifies incredible intelligence or talent, while also being diagnosed with a neurodevelopmental disorder, which may manifest either academically or socially. In other words, the student is exceptional in two areas—they deserve special attention when it comes to their extraordinary competencies and require special support when it comes to advancing in their studies and socialization.
In other words, there’s much to learn about and consider in serving 2E students well. The following offers further insight into who they are and what they need to cope and progress.
Psychology Today reports that about 17 percent of students enrolled in gifted and talented programs are 2E. The International Dyslexia Association says that as many as 2-5 percent of all school-age kids—if not more—fit the 2E profile.
The exceptionality of giftedness may be demonstrated in countless ways. Though the list of such manifestations is endless, the U.S. has developed a system of categorization, which is made up of five main areas of giftedness:
Giftedness is one aspect of the 2E life—learning or social concerns are the other. Though learning differences also run the gamut, the following are a few common diagnoses:
More often than not, there’s a great imbalance when it comes to meeting the needs of 2E students. Their teachers and caregivers tend to focus on their giftedness over their learning/social issues, or vice versa. What such students actually need is a solution that takes their whole stories into account—a solution that nurtures their giftedness and helps them overcome their learning differences.
Most traditional schools rarely recognize the need for 2E students to experience both special academic challenges and support—it’s either/or in those environments. Such schools do not have the human capital and other educational resources to provide a uniquely tailored curriculum for every student. In short, it’s impossible to serve 2E students well.
But 2E students enjoy endless possibilities when they attend Brightmont Academy, otherwise known as “the one-to-one school.” Brightmont’s mission is all about customization for each and every student according to their specific needs. Rigorous coursework across all subject areas, along with a wide range of electives and advanced placement courses, offers challenging and dynamic learning experiences. At the same time, Brightmont’s one-to-one teaching model means learning differences are addressed with great compassion and strategy.
All together, this equates to a place where 2E students feel they really belong and can succeed. At Brightmont, they are considered both exceptional and extraordinary—unquestionably capable of contributing to the world in unique and meaningful ways. It’s through the unique strengths and needs of 2E students that Brightmont has the privilege to make a difference, too.
Barbara Farland is an English & Social Studies instructor at Brightmont Academy in Plymouth, Minn. She holds a master’s degree in Business Communication from the University of St. Thomas and, prior to pursuing a second career in education, worked as an award-winning public relations and communications professional in both the corporate and nonprofit sectors. As a “storyteller by nature and teacher at heart,” Barbara continues to contribute to various anthologies, among other writing projects.
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