Twice-exceptional learners have both areas of talent and challenge. While definitions vary, the most succinct and empirically grounded, published in Reis et al. (2014), was developed through the National Commission on Twice-Exceptional students. It states,

Twice-exceptional learners are students who demonstrate the potential for high achievement or creative productivity in one or more domains such as math, science, technology, the social arts, the visual, spatial, or performing arts or other areas of human productivity AND who manifest one or more disabilities as defined by federal or state eligibility criteria. These disabilities include specific learning disabilities; speech and language disorders; emotional/behavioral disorders; physical disabilities; autism spectrum disorders (ASD); or other health impairments, such as Attention Deficit/Hyperactivity Disorder (ADHD; p. 222).

While there are federal laws related to disability and education, there is no federal-level definition of “giftedness” or talent. Instead, states determine how it is defined and whether services in public schools are mandated (Rinn et al., 2020). By this fact alone, there will be variability in how twice-exceptionality is defined (Foley-Nicpon & Teriba, 2021). This represents both a challenge and an opportunity for educators, families, and the students themselves.

In the full practice brief, learn more about how to identify twice-exceptionality, general intervention strategies, educational and interpersonal considerations, best practices as students transition to college, and implications for practice for working with twice-exceptional learners in schools.

Read and download the full practice brief