* Twice as many!

Twice exceptional students (2e), gifted with a disability, often feel twice as defeated or twice as stupid.  Here’s what one family of a 2e child has posted on their refrigerator.  Can you see that he has twice as many strengths as challenges?  (Some of that is soccer talk, like “snake eyes” and “50-50-balls” because this kid is a soccer fanatic!)  What a sweet way to affirm this young man.  He was the contributor to the list but was NOT expected to write it.

strengths chart

Look carefully at his strengths and decide whether he is likely to be successful in life.  My vote is “Without a doubt!”

13 thoughts on “* Twice as many!

      • I bet I know one of your strengths…brainstorming ideas for how to help a person with disabilities. I’m hoping you can help me out with an awesome fella I know. He has high intelligence, Aspergers (fairly high functioning socially), very poor eyesight (blind in one eye, very low vision in the other), and difficulty walking or standing for long periods. He’s 24 and would very much like to get a job to help contribute to his family’s income…do you have any ideas for a good job in this situation? I’ve been hard at work trying to create a list of possibilities, but I’m not getting far, and you seemed like the perfect person to ask. 🙂

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      • Is he good with computers? (There’s a lot of software to support accessibility with visual impairments, ) If he is good with technology, perhaps he could find something in that field. I would certainly try for something that matches his interests. Without knowing more about his education and experience, it’s hard to know for sure. I appreciate your confidence in me! Sorry I can’t offer more….

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      • I think he is able to work with computers. I was told that he really likes writing and editing, so I’ve been brainstorming about those types of things. I know some people get paid to edit things per piece and are able to work from home…I’m thinking that might be something that makes him happy. 🙂 I know it’s hard without having the full picture…I think that’s why I’m having such a hard time with it, too. He’s the son of a friend, and I don’t have all of the information. When I asked about his interests, I was told, “Oh, he’s interested in everything.” *sigh* 😉


      • Sigh, indeed. I think editing would be a good choice, perhaps in a specific field of interest. He might do better with technical subjects as opposed to purely fiction, where personal style can be a factor in “what’s right.” (Poetic license!)


  1. There are at least three subgroups of twice-exceptional students whose dual exceptionality remains unacknowledged. The first of these groups is comprised of students who have been identified as gifted yet are exhibiting difficulties in school and are often considered underachievers. Many of these students are working at grade level and are likely to be overlooked by the screening procedures that are necessary to identify subtle learning disabilities. Their underachievement is often attributed to poor self-concept, lack of motivation, or laziness. It is often not until school becomes more rigorous that their academic difficulties may increase to the point where they are falling considerably behind peers. Only then does someone ultimately consider that a student has a disability.

    A second group includes students who have been identified as having learning disabilities, but whose exceptional abilities have never been recognized or addressed. Inadequate assessments and/or depressed IQ scores often lead to an underestimation of their intellectual abilities. If students’ exceptional aptitudes remain unrecognized, their strengths never become the focus of their instructional program. These students are first noticed for what they cannot do instead of the talent that they are demonstrating.

    The last and perhaps largest group of unserved students are those who are sitting in general classrooms and are considered unqualified for services provided for students who are gifted or have learning disabilities. The students may appear to possess average abilities due to the fact that their abilities and disabilities mask each other. They typically perform at grade level but unfortunately are also performing well below their potential (Baum, 1990; Brody & Mills, 1997).


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