Understanding Twice-exceptionality: Embracing the Beautiful Complexity of Neurodivergent Giftedness
- Amelia Loveland
- Oct 3, 2025
- 17 min read
Updated: Dec 21, 2025
A guide to understanding, identifying, and supporting twice-exceptional learners through a neurodiversity-affirming lens
There is no other area of human cognitive diversity where there exists as much fascination — or misunderstanding — as in the case of twice-exceptionality. Twice-exceptionality refers to exceptional intellectual ability combined with neurological conditions such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) or Specific Learning Differences (SLDs); resulting in a complex cognition that challenges both traditional conceptions of giftedness and neurodivergent experiences (Foley-Nicpon et al., 2013).
As a group, those who experience twice-exceptionalities have been historically marginalised or misdiagnosed within education and support structures based on neurotypical models. However, these unique individuals have immense potential for making many different types of contributions to society; this potential will only be realised if we begin to view neurodiversity as a positive component of an individual's identity, instead of a negative characteristic that needs to be 'remedied' (Dare & Nowicki, 2015).
Understanding the Intersection: What Makes Someone Twice-Exceptional?
Twice-Exceptional is a term used for people who have high ability in at least one area of life and also possess identifiable neurological differences which can cause problems in their learning, behaviour, or everyday living. When exceptional ability and neurological difference coexist, they produce unique cognitive profiles that include many areas where there is extraordinary talent as well as areas of great difficulty and challenge (L. Baldwin et al., 2015).
For example, Sarah is a 12 year old autistic girl who has the ability to calculate complex math problems in her head; however, she has extreme difficulty communicating socially and becomes easily overwhelmed with all the sensory inputs in her busy classroom. On the other hand, you could consider Marcus, a teenager with ADHD, who writes captivating short stories, yet he has trouble organising his thoughts enough to turn them into completed assignments in a timely manner. These examples highlight the asynchronous development which is associated with twice-exceptionality. The asynchronous development refers to the fact that the various aspects of a person's cognitive abilities will grow at extremely different rates and in vastly different ways (Silverman, 2009).
Research today emphasises that giftedness and neurodivergence exist on a continuum and therefore are not necessarily opposing concepts (Ronksley-Pavia, 2015). Thus, it is possible for people to be gifted and neurodiverse simultaneously and create individuals whose cognitive architectures require unique understanding (Reis et al., 2014). A major tenet of the neurodiversity affirmation perspective is that neurological differences in humans are simply a part of normal variation in cognition and therefore should not be viewed as pathological entities that need to be corrected, whereas exceptional ability represents real strength that should be encouraged and supported (Kapp et al., 2013).
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 (Assouline et al., 2006). This masking occurs in three primary ways, each presenting unique recognition challenges.
Giftedness Masking Neurodivergence
While a twice-exceptional individual may be able to have average academic success due to the advanced cognition in compensation of their processing difficulties; it is possible that their giftedness or autism can mask both their need for support as well as their potential to excel academically. An example would be an autistic child who has giftedness in memory and pattern recognition to help them process and understand social interactions; however, despite their ability to appear to others to be more socially skilled than they truly are, the individual will likely experience high levels of internal stress and confusion (Melogno et al., 2015).
Neurodivergence Masking Giftedness
When teachers and parents focus primarily on fixing a child's behavioural problems or helping the child learn, they often miss identifying their exceptional abilities. In particular this is true for students who display more obvious evidence of neurodevelopmental differences (i.e., ADHD), because the ADHD symptoms will often overshadow the signs that the student has exceptional cognitive abilities. For example, a student who displays a lot of hyperactive and impulsive behaviours in the classroom, and whose behaviours draw a great deal of attention from both the teacher and other students, may have many hidden gifts as an analytical thinker or creative problem solver that are never recognised (Leroux & Levitt-Perlman, 2000)).
Mutual Masking
In terms of being identified as a typical student with both strengths and challenges as a dual exceptionality student due to both of these characteristics remaining hidden, this can lead to identification as a "typical" learner; however, these students will often have to develop compensatory strategies to enable themselves to continue learning without needing support for either their exceptional abilities or the significant amount of additional support they require. It is also reported that these students will often be silent learners and will rarely reach their full potential, and will rarely receive the support required to do so (Elizabeth Nielsen, 2010).
Masking occurs with a greater frequency among girls than boys as many times these girls will use very sophisticated social camouflage behaviours to disguise their neurological differences and at the same time mask their exceptional abilities to meet social expectations (Dare & Nowicki, 2015). A number of studies have shown that twice-exceptional girls are under-identified at a much higher rate than their male counterparts. They will often not receive identification or support until during or after adolescence (Mulhern, 2003).
A Neurodiversity-Affirming Framework: Moving Beyond Deficit Models
Traditional education strategies that aim to “fix” or “normalise” students with neurologically different brains have not only failed to meet the needs of twice-exceptional children, but these deficit-based models have also harmed many of them by ignoring the fact that neurological variability exists naturally in the diversity of humans as a whole and offers unique viewpoints and capacities (Armstrong, 2010).
Contemporary best practice reflects this paradigm shift, with a focus on developing neurodiversity-affirmative educational settings that recognise and value cognitive diversity and provide the supports and accommodations needed to help neurodiverse students thrive. Instead of trying to turn neurodiverse students into neurotypical students, educators should be working to develop environments where all cognitive patterns can succeed
(Baum et al., 2021).
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 (Renzulli, 2012). This model emphasises several key principles (Duquette et al., 2011):
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.
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
Twice-exceptional autistic students are known for their ability to excel in areas that require a high degree of pattern recognition, systematic thinking, and an intense focus on details; and they have been shown to develop unique levels of expertise in specific areas of interest. The same students may also struggle with difficulties in social communication, sensory processing, and executive functioning (Amend et al., 2009).
In order to provide effective support to these students it is recommended that educators find ways to incorporate the student's special interests into the curriculum, and instead of viewing them as distractions, see these intense interests as a means of engaging the students and encouraging them to learn. Additionally, providing sensory accommodations through the use of noise reducing headphones, alternative seating, and/or modifying the lighting will assist in creating an environment where the student can fully utilise their exceptional abilities. The use of visual supports, such as schedules, graphic organisers, and social stories, will also assist in bridging the communication gaps between students and teachers, while supporting the learning process (Neihart, 2000).
Supporting ADHD Twice-Exceptional Learners
The creative potential of ADHD students is often accompanied by the ability to be highly focused on topics of particular interest and innovative approaches to problem-solving. However, ADHD students often have difficulty with their ability to regulate their attention; with the execution of higher level cognitive functions (e.g., working memory); and with adhering to the expectations of a typical classroom setting (Antshel et al., 2007).
Supportive strategies include integrating movement into learning opportunities because for many ADHD students, movement enhances learning rather than detracts from it. Interest-based learning helps to maintain focus and motivation through learning activities where the student is interested. Coaching of executive functions enables ADHD students to learn how to use planning, organisation, and time management skills effectively. Providing flexible pacing of learning enables ADHD students to work at a pace that is consistent with the natural ebbs and flows of their attention and energy (Moon et al., 2001).
Supporting Twice-Exceptional Learners with Specific Learning Differences
Many students with specific learning differences — for example, those who have dyslexia — exhibit both significant strengths and weaknesses. Students with dyslexia often possess a unique set of strengths in areas of spatial reasoning, creativity and/or verbal communication; however, they also experience challenges in reading and/or writing and/or math (Brody & Mills, 1997).
Some examples of support strategies for students with specific learning differences are multisensory instructional approaches that provide multiple pathways for learning, assistive technology, which is an alternate method of accessing and/or presenting information, and training on compensation strategies that teach the student how to utilise their strengths to compensate for their areas of weakness. In addition, alternative assessments can be used by students with specific learning differences to demonstrate their knowledge and/or skills in a way that supports their learning style (Baum et al., 2021).
The Critical Role of Comprehensive Assessment
Twice-Exceptional Students require a comprehensive assessment process as opposed to the traditional assessments used for neurotypical students. Assessments must consider multiple areas in which Twice-Exceptional students function; while there is considerable variability among Twice-Exceptional Students, it is common to see "scatter" when evaluating their abilities (Foley-Nicpon & Kim, 2018).
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 (Assouline et al., 2006).
Strengths-Based Assessment Approaches
Contemporary assessment of twice-exceptional (2e) children is critical for understanding their unique needs and providing appropriate support. Identifying and documenting their strengths is a vital component of this process. The portfolio assessment method is particularly useful as it can systematically gather evidence of these exceptional abilities across different settings and over an extended period. A dynamic assessment approach will evaluate the learning potential and ability of the child to respond to instructional strategies instead of assessing only the child's current performance. An ecological assessment will assess the child's performance across multiple environments to determine how environmental or contextual factors may affect the way the child expresses their abilities or challenges. (Worrell & Erwin, 2011).
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 (Ford, 2014).
Family Experiences: The Journey of Advocacy and Understanding
As is typical of many experiences of families with twice-exceptional children, the journey to discover and advocate for their child is both a long and arduous process but can ultimately be very gratifying. Families of twice-exceptional children typically develop a significant amount of knowledge and expertise about their children's unique learning and behavioural characteristics as they work through educational and support systems that are likely to have limited or no understanding of twice-exceptionality (Reis & Ruban, 2005).
Additionally, many families describe having to educate professional staff (such as teachers, therapists, etc.) about what it means to be twice-exceptional and, therefore, find themselves in the position of "teaching" these professionals about their children's unique characteristics. This role of advocating for one's child is essential; however, this role of advocacy can also be stressful and burdensome for many families who are simply looking for support from educators and other service providers to meet their child's educational and developmental needs (Besnoy et al., 2015).
Alongside the many challenges that families of twice-exceptional children face, there are many positive aspects to being the parent of a twice-exceptional child. Families of twice-exceptional children exhibit a number of strengths such as an ability to develop a sophisticated understanding of their child's unique needs, a persistence in advocating for their child which leads to changes within educational and support systems, creative problem solving when searching for resources and strategies, and establishing relationships with other families that share similar concerns and challenges (Ronksley-Pavia, 2015).
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 programs provide little or no specific content on twice-exceptionality, leaving educators unprepared to recognise or support these learners (Rowan & Townend, 2016).
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 (Trail, 2022).
Research identifies several characteristics of effective professional development programs, 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 (Dixon & Moon, 2021).
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 (Foley-Nicpon et al., 2012).
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 (Reis et al., 2014).
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 (Nielsen & Higgins, 2005).
Therapeutic Approaches
Mental health support for twice-exceptional individuals requires approaches that understand and accommodate their unique characteristics. Evidence-based therapeutic approaches including CBT adaptations 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 (Foley-Nicpon et al., 2013).
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 (A. Y. Baldwin & Reis, 2004).
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 (Foley-Nicpon & Kim, 2018).
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 (Wright & Ford, 2017).
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 (Scherer & Glueckauf, 2005).
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 (Perelmutter et al., 2017).
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 (Besnoy et al., 2012).
Looking Forward: Creating Inclusive Futures
As we move forward with supporting students who are considered twice-exceptional, we will need to develop a culture of embracing neurodiversity and the unique gifts that neurodiverse individuals bring to the table, instead of simply managing neurodiversity. We will need to make significant changes to how we define "ability" and "difference," and create more flexible and inclusive ways of supporting students who have exceptional abilities along with significant supports or accommodations needed.
Some of the key areas that should be addressed include the development of strong identification procedures to recognise masking and complex student profiles; the creation of strengths-based programming that addresses the strengths of students and the challenges of students at the same time; the provision of targeted training for professionals working with twice-exceptional students to help increase the knowledge base of those professionals; the establishment of parent/family support groups that provide parents with access to information and advocacy resources; and the conduct of research to inform evidence-based practice and policy development (Johnsen, 2004).
Conclusion: Celebrating Neurodivergent Excellence
Students who are identified as twice-exceptional exemplify the rich diversity of the human brain, representing both the incredible potential of students with exceptional cognitive abilities and the real support needs of students with exceptional cognitive abilities. When educators use neurodiversity-affirmative practices that honor the cognitive differences of students while providing thoughtful support to students, educators can tap into the incredible contributions that students with exceptional cognitive abilities bring to their community and to society. Emerging research indicates that when twice-exceptional students receive the appropriate recognition, strengths-based support and accommodations that acknowledge their complex student profile, they can experience exceptional outcomes in education, career and life-satisfaction. Therefore, the next step is to translate the research into practice by creating educational and support systems that are worthy of the students.
Understanding twice-exceptionality is not just about providing services to a group of students. Rather, understanding twice-exceptionality is about recognising and developing the full range of human cognitive diversity. By understanding and developing this diversity, we are able to develop more inclusive and responsive learning environments for all students while tapping into the creative and innovative potential of neurodivergent brains. The students in our classrooms today who are identified as twice-exceptional are our future innovators, creators and leaders. As such, when we develop effective strategies to support twice-exceptional students, we are investing in the individual success of students as well as the future of our society.
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