Twice-Exceptionality: Embracing the Beautiful Complexity of Neurodivergent Giftedness

A comprehensive guide to understanding, identifying, and supporting twice-exceptional learners through a neurodiversity-affirming lens

In the landscape of human cognitive diversity, few phenomena are as fascinating—or as misunderstood—as twice-exceptionality. When exceptional intellectual abilities intersect with neurological differences such as autism, ADHD, or specific learning differences, the result is a complex cognitive profile that challenges our traditional understanding of both giftedness and neurodivergence [1].

Twice-exceptional individuals, often referred to as "2e," represent a population that has been historically overlooked, misidentified, or inadequately served by educational and support systems designed around neurotypical assumptions. Yet these remarkable individuals possess extraordinary potential for innovation, creativity, and contribution to society—potential that can only be realised when we embrace neurodiversity as a source of strength rather than viewing it as a deficit to be remediated [2].

Understanding the Intersection: What Makes Someone Twice-Exceptional?

Twice-exceptionality occurs when an individual demonstrates both exceptional abilities in one or more domains alongside genuine neurological differences that affect learning, behaviour, or daily functioning. This intersection creates unique cognitive profiles characterised by significant strengths and challenges that coexist within the same person [3].

Consider Sarah, an autistic 12-year-old who can solve complex mathematical problems in her head but struggles with social communication and becomes overwhelmed by sensory stimuli in busy classrooms. Or think about Marcus, a teenager with ADHD whose creative writing captivates readers but who cannot organise his thoughts sufficiently to complete assignments on time. These examples illustrate the asynchronous development that characterises twice-exceptionality—where different cognitive abilities develop at markedly different rates and in different ways [4].

Contemporary research emphasises that these characteristics are not contradictory or mutually exclusive. Giftedness and neurodivergence can and do coexist, creating individuals whose cognitive architecture defies simple categorisation [5]. The key insight from neurodiversity-affirming perspectives is that neurological differences represent natural variations in human cognition, not pathologies requiring correction, while exceptional abilities constitute genuine strengths to be celebrated and nurtured [6].

The Masking Phenomenon: Why Twice-Exceptional Learners Often Go Unrecognised

One of the most significant barriers to supporting twice-exceptional learners is the phenomenon of "masking," where exceptional abilities and neurological differences can obscure each other, making identification extraordinarily challenging [7]. This masking occurs in three primary ways, each presenting unique recognition challenges.

Giftedness Masking Neurodivergence

Advanced cognitive abilities may compensate for underlying processing differences, allowing twice-exceptional individuals to achieve average academic performance that masks both their exceptional potential and their support needs. A gifted autistic student might use their superior memory and pattern recognition to navigate social situations, appearing more socially adept than they actually are, while internally experiencing significant stress and confusion [8].

Neurodivergence Masking Giftedness

When educators and families focus primarily on addressing behavioural or learning challenges, exceptional abilities may be completely overlooked. This is particularly common when neurodivergent characteristics are more visible or disruptive than subtle signs of giftedness. A student with ADHD whose hyperactivity and impulsivity dominate classroom interactions may never have their exceptional creative or analytical abilities recognised [9].

Mutual Masking

Perhaps most concerning is when both characteristics remain hidden, leading to identification as a "typical" learner despite the presence of both exceptional abilities and significant support needs. These students often struggle silently, developing compensatory strategies that allow them to "get by" while never reaching their potential or receiving necessary support [10].

The masking phenomenon is particularly pronounced among girls, who may engage in sophisticated social camouflaging behaviours that hide their neurological differences while simultaneously downplaying their exceptional abilities to conform to social expectations. Research reveals that twice-exceptional girls are significantly under-identified, often not receiving recognition or support until adolescence or adulthood [11].

A Neurodiversity-Affirming Framework: Moving Beyond Deficit Models

Traditional educational approaches that attempt to "fix" or "normalise" neurological differences have proven not only inadequate but often harmful for twice-exceptional learners. These deficit-focused models fail to recognise the fundamental truth that neurological variations are natural aspects of human diversity, each bringing unique perspectives and capabilities [12].

Contemporary best practice emphasises neurodiversity-affirming approaches that celebrate cognitive diversity while providing necessary support and accommodations. This paradigm shift recognises that the goal is not to make neurodivergent individuals more neurotypical, but rather to create environments that allow all cognitive styles to flourish [13].

The Talent Development Model

The Talent Development Model exemplifies this neurodiversity-affirming approach, focusing on identifying and nurturing specific areas of exceptional ability while providing appropriate accommodations for challenges [14]. This model emphasises several key principles:

Systematic Talent Identification: 

Rather than waiting for exceptional abilities to manifest through traditional academic channels, this approach actively seeks out talents across multiple domains and contexts, recognising that giftedness may be expressed differently in neurodivergent individuals.

Strength-Based Programming: 

Educational experiences are designed around areas of exceptional ability, using these strengths as vehicles for learning and engagement while providing necessary scaffolding for areas of challenge.

Environmental Modification: 

Rather than expecting students to adapt to inflexible environments, this model emphasises creating learning contexts that support talent expression while minimising the impact of challenges.

Self-Advocacy Development: 

Students learn to understand their own profiles of strengths and challenges, developing skills to communicate their needs and access appropriate support throughout their lives [15].

Population-Specific Considerations: Tailoring Support to Individual Profiles

While all twice-exceptional learners share the common characteristic of exceptional abilities coexisting with neurological differences, the specific nature of these differences requires tailored understanding and support approaches.

Supporting Twice-Exceptional Autistic Learners

Autistic twice-exceptional individuals often demonstrate remarkable abilities in areas such as pattern recognition, systematic thinking, attention to detail, and deep expertise in areas of special interest. However, they may also experience challenges with social communication, sensory processing, and executive functioning [16].

Effective support strategies include incorporating special interests into learning activities, recognising these intense interests as pathways to engagement rather than distractions to be eliminated. Sensory accommodations such as noise-reducing headphones, alternative seating options, or modified lighting can create environments where exceptional abilities can flourish. Visual supports including schedules, graphic organisers, and social stories help bridge communication differences while supporting learning [17].

Supporting Twice-Exceptional Learners with ADHD

Students with ADHD may demonstrate exceptional creativity, innovative thinking, hyperfocus abilities in areas of interest, and dynamic problem-solving skills. Simultaneously, they may struggle with attention regulation, executive functioning, and traditional classroom expectations [18].

Effective support includes movement integration, recognising that physical activity can enhance rather than detract from learning for many students with ADHD. Interest-based learning leverages areas of high engagement to maintain attention and motivation. Executive function coaching provides explicit instruction in planning, organisation, and time management skills. Flexible pacing allows for the natural rhythms of attention and energy that characterise ADHD [19].

Supporting Twice-Exceptional Learners with Specific Learning Differences

Students with learning differences such as dyslexia may demonstrate exceptional abilities in areas such as spatial reasoning, creative thinking, or verbal communication while experiencing challenges with reading, writing, or mathematical processing [20].

Support strategies include multisensory instruction that engages multiple learning pathways, assistive technology that provides alternative means of accessing and expressing information, and compensation strategy training that teaches students to leverage their strengths to address areas of challenge. Alternative assessment methods allow students to demonstrate knowledge and skills in ways that accommodate their learning differences [21].

The Critical Role of Comprehensive Assessment

Identifying twice-exceptional learners requires sophisticated assessment approaches that move beyond traditional testing methods designed for neurotypical populations. Comprehensive evaluation must examine multiple domains of functioning, recognising that twice-exceptional profiles are characterised by significant scatter across different abilities [22].

Multidimensional Assessment

Effective assessment includes cognitive evaluation using measures that can identify both strengths and weaknesses rather than relying solely on composite scores that may obscure important variations. Academic assessment examines achievement across multiple domains with attention to patterns of performance rather than overall levels. Behavioural and social-emotional assessment evaluates adaptive functioning, social skills, and emotional regulation. Comprehensive developmental history examines early indicators of both exceptional abilities and neurological differences [23].

Strengths-Based Assessment Approaches

Contemporary assessment emphasises identifying and documenting strengths as a foundation for understanding and supporting twice-exceptional learners. Portfolio assessment collects evidence of exceptional abilities across multiple contexts and time periods. Dynamic assessment examines learning potential and response to instruction rather than static performance. Ecological assessment evaluates performance across different environments to understand how contextual factors influence the expression of abilities and challenges [24].

Cultural and Linguistic Considerations

Assessment of twice-exceptional learners from culturally and linguistically diverse backgrounds requires particular sensitivity to factors that may influence both the expression and recognition of exceptionalities. This includes understanding how different cultures recognise and value various types of abilities, considering the role of language in assessment and ensuring that linguistic differences are not misinterpreted as cognitive limitations, and integrating family and community perspectives on abilities and challenges [25].

Family Experiences: The Journey of Advocacy and Understanding

Families of twice-exceptional learners often embark on complex journeys of discovery, advocacy, and support that can be both rewarding and exhausting. Research reveals that families typically develop deep expertise about their children's needs while navigating educational and support systems that may not understand twice-exceptionality [26].

Many families describe the challenge of educating professionals about twice-exceptionality, often finding themselves in the position of teaching teachers, therapists, and even medical professionals about their children's complex profiles. This advocacy role, while necessary, can create stress and burden for families who simply want appropriate support for their children [27].

However, families also demonstrate remarkable strengths, including developing sophisticated understanding of their children's needs, persistent advocacy that drives systemic change, creative problem-solving in finding resources and strategies, and community building that connects families facing similar challenges [28].

Professional Development: Building Capacity for Support

One of the most significant barriers to supporting twice-exceptional learners is the lack of professional preparation across disciplines. Most teacher preparation programmes provide little or no specific content on twice-exceptionality, leaving educators unprepared to recognise or support these learners [29].

Effective professional development must include comprehensive understanding of twice-exceptionality concepts, including how exceptional abilities and neurological differences can interact and influence each other. Identification skills are crucial for recognising the signs of twice-exceptionality and understanding masking phenomena. Support strategies must be grounded in neurodiversity-affirming approaches that leverage strengths while providing necessary accommodations. Collaboration skills enable professionals from different disciplines to work together effectively [30].

Research identifies several characteristics of effective professional development programmes, including comprehensive content addressing both theoretical foundations and practical strategies, case-based learning using real-world examples to illustrate concepts, collaborative learning that brings together educators from different specialties, and ongoing support and consultation to help professionals implement new knowledge and skills [31].

Mental Health and Wellbeing: Understanding Unique Challenges and Strengths

Twice-exceptional individuals face distinctive mental health challenges that arise from the intersection of their exceptional abilities and neurological differences. Research consistently identifies higher rates of anxiety and depression among this population, often related to perfectionism, social isolation, identity confusion, and the exhaustion that comes from masking behaviours [32].

The complexity of having both exceptional abilities and support needs can create internal conflicts about identity and capabilities. Students may struggle to understand why they can excel in some areas while finding other seemingly simple tasks extremely challenging. This confusion can lead to feelings of inadequacy, frustration, and learned helplessness [33].

However, research also identifies significant protective factors that contribute to resilience among twice-exceptional individuals. Self-awareness and understanding of their own profiles enables effective self-advocacy and strategy use. Special interests and exceptional abilities provide sources of motivation, engagement, and positive identity. Advanced problem-solving skills can be applied to personal and social challenges as well as academic tasks. Many twice-exceptional individuals develop remarkable resilience and adaptation skills through navigating their complex profiles [34].

Therapeutic Approaches

Mental health support for twice-exceptional individuals requires approaches that understand and accommodate their unique characteristics. Modified cognitive-behavioural therapy can address perfectionism, anxiety, and depression while recognising and building on cognitive strengths. Acceptance and commitment therapy helps individuals accept their differences while committing to valued actions and goals. Social skills training, particularly for autistic individuals, can be provided within meaningful contexts that respect neurodivergent communication styles. Executive function coaching provides targeted support for developing organisational and self-regulation skills [35].

Cultural Diversity and Intersectionality: Expanding Our Understanding

Twice-exceptionality intersects with cultural, linguistic, and socioeconomic diversity in ways that create additional layers of complexity and potential marginalisation. Different cultures may recognise and value different types of exceptional abilities, with some emphasising collective achievement over individual exceptionalism, while others may prioritise certain domains such as academic achievement over artistic or creative expression [36].

Cultural attitudes toward neurodivergence vary significantly, influencing how families understand and respond to their children's differences. Some cultures may emphasise medical models that seek to remediate differences, while others may be more accepting of natural variations in human behaviour and cognition [37].

Supporting twice-exceptional learners from diverse backgrounds requires culturally responsive approaches that recognise different expressions of ability, address potential biases in assessment tools and procedures, engage families as partners while respecting cultural values and perspectives, and provide information and resources in accessible formats and languages [38].

Technology and Innovation: Enhancing Support and Access

Technology offers unprecedented opportunities to support twice-exceptional learners by providing both accommodations for challenges and platforms for expressing exceptional abilities. Assistive technology can level the playing field, allowing students to access content and demonstrate knowledge in ways that accommodate their learning differences while showcasing their strengths [39].

Cognitive support technologies include executive function apps that help with organisation and time management, text-to-speech and speech-to-text software that support processing differences, and environmental modification tools that help regulate attention and sensory input. Communication and expression technologies provide multiple pathways for demonstrating knowledge and abilities, including multimedia presentation tools, collaborative platforms, and creative expression software [40].

Personalised learning platforms that can adapt to individual needs and provide appropriate challenge levels across different domains show particular promise for twice-exceptional learners, whose uneven profiles require sophisticated differentiation [41].

Looking Forward: Creating Inclusive Futures

The future of twice-exceptional support lies in embracing neurodiversity as a source of strength and innovation rather than viewing it as a challenge to be managed. This requires fundamental shifts in how we conceptualise ability and difference, moving toward more inclusive, flexible approaches that can simultaneously nurture exceptional potential while providing necessary accommodations and support.

Key priorities include developing comprehensive identification procedures that can recognise masking phenomena and complex profiles, implementing strengths-based programming that leverages abilities while addressing challenges, building professional capacity through targeted training and ongoing support, creating family support networks that provide information and advocacy resources, and conducting research that informs evidence-based practice and policy development [42].

Conclusion: Celebrating Neurodivergent Excellence

Twice-exceptional individuals represent the beautiful complexity of human neurodiversity, embodying both extraordinary potential and genuine support needs that require sophisticated understanding and response. By adopting neurodiversity-affirming approaches that celebrate cognitive differences while providing thoughtful support, we can unlock the remarkable contributions these individuals offer to our communities and society.

The research is clear: when twice-exceptional learners receive appropriate recognition, strengths-based support, and accommodations that honour their complex profiles, they can achieve exceptional outcomes in education, career, and life satisfaction. The challenge now is translating this knowledge into practice, creating educational and support systems that are worthy of these extraordinary individuals.

Understanding twice-exceptionality isn't just about supporting a specific population—it's about recognising and nurturing the full spectrum of human cognitive diversity. In doing so, we create more inclusive, responsive environments that benefit all learners while unlocking the innovative potential that neurodivergent minds bring to our world. The twice-exceptional individuals in our schools and communities today represent our future innovators, creators, and leaders. By supporting them effectively, we invest not only in their individual success but in the collective future of our society.

References

1. M. Ronksley-Pavia, "A Model of Twice-Exceptional Giftedness: Exploring Gifted Students' Experiences of Disability," Australian Journal of Teacher Education, vol. 43, no. 6, 2018.

2. N. Walker, "The real experts: Readings for parents of autistic children," Autonomous Press, 2015.

3. B. A. Trail, Twice‑Exceptional Gifted Children, 2nd ed., Routledge, 2022.

4. L. Silverman, "Asynchronous development in gifted children," in The social and emotional development of gifted children, Prufrock Press, 2013, pp. 18-25.

5.  M. Abraham, "The School Experiences of Twice Exceptional Students: A Review of Recent Research," Exceptionality, 2025.

6. M. Gierczyk and G. Hornby, "Twice-Exceptional Students: Review of Implications for Special and Inclusive Education," Education Sciences, vol. 11, no. 2, p. 85, 2021.

7. F. Atmaca and M. Baloğlu, "The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality," Gifted Child Quarterly, vol. 66, no. 4, pp. 277–295, 2022.

8. S. G. Assouline, M. Foley Nicpon, and P. Doobay, "Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison," Gifted Child Quarterly, vol. 53, no. 2, pp. 89–105, 2009.

9. M. Foley-Nicpon, S. G. Assouline, and R. Colangelo, "Twice-exceptional learners: Who needs to know what?" Gifted Child Quarterly, vol. 57, no. 3, pp. 169-180, 2013.

10. U. Hamzić and S. Bećirović, "Twice‑Exceptional, Half‑Noticed: The Recognition Issues of Gifted Students with Learning Disabilities," 2021.

11. A. M. Blackburn and G. Townend, "Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings," in International perspectives on gifted education, 2020s, ch. 26.

12. M. Gierczyk and G. Hornby, "Twice-Exceptional Students: Review of Implications for Special and Inclusive Education," Education Sciences, vol. 11, no. 2, p. 85, 2021.

13. N. Walker, "The real experts: Readings for parents of autistic children," Autonomous Press, 2015.

14. S. M. Baum, R. M. Schader, and T. P. Hébert, "Through a Different Lens Reflecting on a Strengths-Based, Talent-Focused Approach for Twice-Exceptional Learners," Gifted Child Quarterly, vol. 58, no. 4, pp. 311–327, 2014.

15. L. Krausz, "Understanding the Learning & Advocacy Needs of a Twice‑Exceptional Student Through A Strengths‑Based Lens: A Case Study in California," M.Ed. thesis, Dominican Univ. of California, 2017.

16. S. M. Reis and S. Renzulli, "Research‑Based Strength‑Based Teaching and Support Strategies for Twice‑Exceptional High School Students with Autism Spectrum Disorder," Behavioral Sciences, vol. 15, no. 6, 2025.

17. W. Holcombe and M. Plunkett, "The Bridges and Barriers Model of Support for High‑Functioning Students with ASD in Mainstream Schools," Australian Journal of Teacher Education, 2016.

18. S. N. Reis, N. W. Gelbar, and J. W. Madaus, "Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder," Gifted Education International, 2022.

19. H. A. Amran and R. A. Majid, "Learning Strategies for Twice-Exceptional Students," International Journal of Special Education, vol. 33, no. 4, pp. 954–976, 2019.

20. C. Wormald, W. Vialle, and K. B. Rogers, "Young and misunderstood in the education system: A case study of giftedness and specific learning disabilities," Australasian Journal of Gifted Education, 2014.

21. M. Silva, N. E. Senger, and S. I. dos A. Duarte, "Double exceptionality in the school context: challenges, recognition and possibilities of pedagogical intervention," Seven Editora, 2025.

22. A. E. J. Burger-Veltmeijer and A. Minnaert, "Needs-based assessment of twice-exceptional gifted students: The S&W-Heuristic," Advances in Social Sciences Research Journal, vol. 10, no. 1, 2023.

23. M. Foley-Nicpon and J. Y. C. Kim, "Identifying and Providing Evidence-Based Services for Twice-Exceptional Students," in Handbook of Giftedness and Talent Development in the 21st Century, Springer, Cham, 2018, pp. 349–362.

24. S. M. Baum, R. M. Schader, and T. P. Hébert, "Through a Different Lens Reflecting on a Strengths-Based, Talent-Focused Approach for Twice-Exceptional Learners," Gifted Child Quarterly, vol. 58, no. 4, pp. 311–327, 2014.

25. D. Y. Ford, "Reversing underachievement among gifted Black students," 2nd ed., Prufrock Press, 2013.

26. S. L. D'Souza, "Academically Gifted University Students with Learning Differences: A Qualitative Exploration of the Experiences and Perceptions of Twice Exceptional University Students," Ph.D. dissertation, Univ. of Connecticut, 2014.

27. B. A. Trail, Twice‑Exceptional Gifted Children, 2nd ed., Routledge, 2022.

28. M. Ronksley-Pavia, "A Model of Twice-Exceptional Giftedness: Exploring Gifted Students' Experiences of Disability," Australian Journal of Teacher Education, vol. 43, no. 6, 2018.

29. K. A. Hopwood, "Twice-exceptionality: teachers' awareness and training about twice-exceptionality and their effects on the academic, social and emotional outcomes of students," 2019.

30. M. S. Matthews and J. E. McKinney, "Navigating With Experience: Twice‑Exceptional Educators Guiding and Teaching Twice‑Exceptional Students," Journal for the Education of the Gifted, 2024.

31. K. A. Hopwood, "Twice-exceptionality: teachers' awareness and training about twice-exceptionality and their effects on the academic, social and emotional outcomes of students," 2019.

32. M. Abraham, "The School Experiences of Twice Exceptional Students: A Review of Recent Research," Exceptionality, 2025.

33. M. Ronksley-Pavia, "A Model of Twice-Exceptional Giftedness: Exploring Gifted Students' Experiences of Disability," Australian Journal of Teacher Education, vol. 43, no. 6, 2018.

34. L. Silverman, "Asynchronous development in gifted children," in The social and emotional development of gifted children, Prufrock Press, 2013, pp. 18-25.

35. M. Ronksley-Pavia, "A Model of Twice-Exceptional Giftedness: Exploring Gifted Students' Experiences of Disability," Australian Journal of Teacher Education, vol. 43, no. 6, 2018.

36. D. Y. Ford, "Reversing underachievement among gifted Black students," 2nd ed., Prufrock Press, 2013.

37. J. A. Castellano and E. I. Diaz, "Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students," Pearson, 2002.

38. G. Gay, "Culturally responsive teaching: Theory, research, and practice," 2nd ed., Teachers College Press, 2010.

39. F. M. R. de Macedo, "Visual Mapping and Guiding Framework for the Educational Success of Twice-Exceptional Learners," in Advances in educational technologies and instructional design, IGI Global, 2023, pp. 255–277.

40. H. A. Amran and R. A. Majid, "Learning Strategies for Twice-Exceptional Students," International Journal of Special Education, vol. 33, no. 4, pp. 954–976, 2019.

41. F. M. R. de Macedo, "Visual Mapping and Guiding Framework for the Educational Success of Twice-Exceptional Learners," in Advances in educational technologies and instructional design, IGI Global, 2023, pp. 255–277.

42. Y. W. Chen, C.-C. Li, M. Gläser‑Zikuda, and C. C. Kuo, "An Online Survey on Challenges and Needs for Identifying and Nurturing Twice Exceptional Learners," Gifted Education International, 2022.