Twice-exceptional Children in the Classroom (ASD and Gifted)

by Kalliope Bessler

Gifted children exceed expectations for children their age in various ways. Similar to children that have autism spectrum disorder, ADHD, and other related conditions, the needs of gifted children are unique and complex. There is no blueprint for supporting children that are gifted or neurodivergent. Many children with ASD, ADHD, or other related conditions are also considered gifted but, their giftedness or their disability goes unnoticed.

According to Bright Not Broken: Gifted Kids, ADHD, and Autism,there are three primary ways that giftedness and disability show up externally in children: their giftedness masks their disability, their disability masks their giftedness, their giftedness, and disability mask each other. In all three cases, twice-exceptional (2e) children, children that are both neurodivergent and gifted, are missed. As a result, these children do not have their needs met. Research from the National Association for Gifted Children states, "There is a pervasive lack of capacity to address both gifted and ASD needs within typical school settings, which frustrates and concerns both parents and school personnel." Twice-exceptional children may excel in school, especially in subjects that they enjoy. But they may struggle to focus, follow directions, with sensory processing, or to make social connections, among other difficulties. 

The following chart from Bright Not Broken: Gifted Kids, ADHD, and Autism,provides a more detailed breakdown of common characteristics of 2e children.

Just because a child displays some of these characteristics does not necessarily mean that they are twice-exceptional, but the chances are high. The intersection of being gifted and being autistic or having ADHD can place children in a difficult spot. Beth Arky of the Child Mind Institute writes, “Once 2e kids are identified, it can still be difficult to get the supports these children need in school. If they’re in a gifted program, they may be floundering in a certain area. If they're placed in a special-ed program, it may not challenge them, and they may be frustrated and restless. In either case, anxiety, depression, a lack of self-esteem, and emotional dysregulation can result, leading to behavior problems.” 

The struggles of twice-exceptional in school lead to one major question: how do they get the support, education, and enrichment they need?

According to Beth Arky, one option could be placing 2e children in an Integrated Co-Teaching classroom with one general-education teacher and one disability-needs teacher. However, if a 2e child is performing well academically, schools may be tentative to accommodate them via an Individualized Education Plan or 504 Plan. 

Sometimes gifted students get moved up a grade level, but this can be problematic, especially if they are twice-exceptional, because it may be difficult for them to handle the workload and social expectations of the older classroom. 

Another option can be enrolling children in an after-school program, weekend program, or summer camp that can provide extra enrichment in a creative and most likely non-traditional environment. But these programs tend to have a cost attached to them, making them largely inaccessible to low-income families. 

More focus on individual needs for all children in schools can help remedy some of the difficulties of twice-exceptional children. But it is clear that not enough understanding and support exists at school for 2e children in their K-12 years, and these students must have their needs met to help them succeed in school.

Sources: 

Arky, Beth. Twice-Exceptional Kids: Both Gifted and Challenged. 10 Jan. 2019, childmind.org/article/twice-exceptional-kids-both-gifted-and-challenged/.

Kennedy, Diane M., and Rebecca S. Banks. Bright Not Broken : Gifted Kids, ADHD, and Autism, John Wiley & Sons, Incorporated, 2011. ProQuest Ebook Central, https://ebookcentral-proquest.com.flagship.luc.edu/lib/luc/detail.action?docID=697559.

Rubenstein, Lisa DaVia, et al. “Lived Experiences of Parents of Gifted Students With Autism Spectrum Disorder: The Struggle to Find Appropriate Educational Experiences.” Gifted Child Quarterly, vol. 59, no. 4, Oct. 2015, pp. 283–298, doi:10.1177/0016986215592193.