the dual lens view of a 2e learner
Skill development of 2e learners is typically uneven, or asynchronous. 2e students demonstrate many combinations of superior ability in one or more areas (specific academics, intellectual ability, creativity, leadership, visual or performing arts) and one or more social, emotional or academic challenge(s) caused by a neurobiological disorder or an emotional, sensory or learning disability. Specific areas of challenge may include physical disabilities; sensory sensitivity; autism spectrum disorder; emotional and/or behavioral disorders; psycho-social issues; ADHD; learning disabilities such as dyslexia, dysgraphia, etc.; receptive and/or expressive language disorders; processing delays; difficulty with executive function. Because of these dual exceptionalities it is critical that 2e students are identified, recognized and accommodated for both their strengths and challenges – and one should never be compromised for the other. It is only through this conceptualization, or “dual lens view” that appropriate academic, social and emotional supports and opportunities can be provided for the 2e learner.
characteristics
Quick Learner High Energy
Advanced Vocabulary Perfectionism
High Abstract Learning Strong Curiosity
Keen Visual Memory/Spatial Skills Intensity/Sensitivity
Comprehends Complex Systems Wide Range of Interests
Good Mathematical Reasoning Tends to Question Rules or Authority
Sophisticated Sense of Humor Advanced in Geometry, Sciences & Arts
Imaginative/Creative/Insightful Prefers Older or Younger Peers/Adults
Long Attention Span (When Interested) Difficulty with Memorization/ Computation/ Phonics/ Spelling
“Not a diagnosis, twice exceptionality is a conceptual way of understanding, identifying and supporting the social, emotional and academic needs of a uniquely gifted learner. Not every gifted child is twice exceptional, but every twice exceptional child is gifted.”