Understanding Twice-exceptionality
- Amelia Loveland
- Oct 3, 2025
- 6 min read
Updated: Dec 21, 2025
When giftedness meets neurodiversity: a concise guide to recognising and supporting twice-exceptional learners
Twice-exceptionality (2e) represents one of the most fascinating and misunderstood intersections in human neurodiversity. When exceptional intellectual abilities coexist with neurological differences such as autism, ADHD, or specific learning differences, the result is a complex cognitive profile that challenges traditional educational approaches and demands sophisticated understanding (Neihart, 2021).
What Is Twice-exceptionality?
Twice-exceptional individuals possess both exceptional abilities in one or more domains alongside genuine neurological differences that affect learning or daily functioning. This might manifest as an autistic child who demonstrates remarkable mathematical reasoning while experiencing social communication challenges, or an ADHD student who shows exceptional creative abilities but struggles with executive functioning (Foley Nicpon et al., 2011).
The key insight is that these are not contradictory characteristics—giftedness and neurodivergence can and do coexist, creating unique profiles that resist simple categorisation (Baldwin et al., 2015). Contemporary research emphasises that neurological differences are natural variations in human cognition, not deficits requiring remediation, while exceptional abilities represent genuine strengths to be nurtured (Pellicano et al., 2022).
The Challenge of Recognition
One of the greatest barriers to supporting twice-exceptional learners is identification. The phenomenon of "masking" creates significant challenges, where exceptional abilities and neurological differences can obscure each other in three primary ways (Ronksley-Pavia, 2015):
Giftedness masking neurodivergence:
Advanced cognitive abilities may compensate for processing differences, resulting in average academic performance that hides both the exceptional potential and the support needs.
Neurodivergence masking giftedness:
When educators focus primarily on addressing behavioural or learning challenges, exceptional abilities may be overlooked, particularly if they don't translate directly into traditional academic achievement.
Mutual masking:
Sometimes both the giftedness and neurodivergence remain hidden, leading to identification as a "typical" learner despite the presence of both characteristics.
This masking may be particularly pronounced in girls and individuals assigned female at birth, who may engage in social camouflaging behaviours that hide their neurological differences while also downplaying their exceptional abilities to fit social expectations (Grissom & Redding, 2016).
A Neurodiversity-Affirming Approach
Educational models that historically attempted to "fix" neurological differences have proven inadequate and often harmful for twice-exceptional learners, particularly when considered against Australia's Disability Standards for Education 2005 and subsequent inclusive education reforms. Instead, contemporary best practice emphasises neurodiversity-affirming approaches that celebrate cognitive diversity while providing necessary support (Whitmore, 1985).
The Talent Development Model exemplifies this approach, focusing on identifying and nurturing specific areas of exceptional ability while providing appropriate accommodations for challenges (VanTassel-Baska, 2021). Rather than viewing neurodivergence as a difference to be accommodated, this model leverages individual strengths to address areas of difficulty.
For twice-exceptional autistic students, this might involve incorporating special interests into learning activities, providing sensory accommodations, and using visual supports while simultaneously offering advanced content in areas of strength (Amend et al., 2009). For ADHD students, effective support includes movement integration, interest-based learning, and executive function coaching alongside opportunities for advanced exploration of their passions (Gross, 2004).
The Importance of Individualised Support
Each twice-exceptional individual presents a unique profile requiring personalised assessment and support. Comprehensive evaluation must examine multiple domains of functioning, moving beyond traditional psychometric assessments to include culturally responsive evaluation methods, portfolio assessment, dynamic evaluation of learning potential, and ecological assessment across different contexts (Castellano & Frazier, 2021).
Effective programming emphasises Universal Design for Learning principles, creating environments with multiple means of representation, engagement, and expression. This allows twice-exceptional learners to access advanced content through their areas of strength while receiving necessary accommodations for areas of challenge (Meyer & Rose, 2002).
Family and Professional Perspectives
Families of twice-exceptional learners often become expert advocates, developing deep knowledge about their children's needs while navigating complex educational and support systems. Research reveals both the challenges families face—including the need to educate professionals about twice-exceptionality—and the remarkable strengths they bring, including persistence, creative problem-solving, and community building (Neihart, 2008).
Professional development remains a critical need, as most educators lack specific training in twice-exceptionality. Effective preparation must include understanding of neurodiversity concepts, identification skills, strengths-based support strategies, and collaboration across disciplines (Trail, 2022).
Mental Health and Wellbeing
Twice-exceptional individuals experience unique mental health considerations, including higher rates of anxiety and depression, often related to perfectionism, social isolation, and the cognitive and emotional demands of masking behaviours (Rotigel et al., 2007). However, research also identifies significant protective factors, including self-awareness, special interests that provide motivation and positive identity, and strong problem-solving abilities (Reis & McCoach, 2000).
Therapeutic approaches must be adapted to recognise the complex interaction between exceptional abilities and neurological differences. Modified cognitive-behavioural therapy, acceptance and commitment therapy, and mindfulness-based approaches have shown particular promise (Stoeger & Ziegler, 2013).
Cultural Considerations
Twice-exceptionality intersects with cultural, linguistic, and socioeconomic diversity in ways that create additional complexity. Different cultures may recognise and value different types of exceptional abilities, while attitudes toward neurodivergence vary significantly across communities (Ford, 2012).
Supporting twice-exceptional learners from diverse backgrounds requires culturally responsive approaches that recognise different expressions of ability, address potential biases in assessment tools, and engage families as partners in understanding their children's unique profiles (Harris et al., 2007).
Looking Forward
The future of twice-exceptional support lies in embracing neurodiversity as a source of strength rather than viewing it as a difference to be accommodated. This requires systemic changes in how we conceptualise ability and difference, moving toward more inclusive, flexible approaches that can simultaneously nurture exceptional potential while providing necessary accommodations.
Key priorities include developing comprehensive, culturally responsive identification procedures that account for diverse expressions of ability and can recognise masking phenomena, implementing strengths-based programming that leverages abilities while addressing challenges, and building professional capacity through targeted training and ongoing support (Baum et al., 2021).
Conclusion
Twice-exceptional individuals represent the beautiful complexity of human neurodiversity, embodying both extraordinary potential and genuine support needs. By adopting neurodiversity-affirming approaches that celebrate cognitive differences while providing sophisticated support, we can unlock the remarkable contributions these individuals offer to our communities.
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 (Renzulli & Reis, 2021). The challenge now is translating this knowledge into practice, creating educational and support systems 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.
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References
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