Recognition of 2E students can be problematic since their gift may obscure their special need or disability, and vice versa. Additionally, teachers may find the term to be paradoxical and confusing (Schultz, 2012). Emotional and behavioural disorders can arise in these students when their talents and disabilities are unacknowledged and their special needs are unmet (Gelbar et al., 2015). All these issues refer to a description problem and misconception of twice- exceptionality, and research is needed to gain a better understanding of 2E and prevent such misconceptions. It could be argued that twice-exceptionality should be approached as a special educational need. Eliminating prejudices and identification problems around high- potential students would enable more qualified solutions to be developed. It has been found that once a student is diagnosed as 2E, a sense of belonging through participation in school activities can be enhanced by membership of social clubs and group activities (Renzulli et al., 2007). ‘Recognition of twice- exceptional students can be problematic since their gift may obscure their special need or disability, and vice versa.’ Twice-exceptionality is an underresearched and contested area. In the UK, a lack of attention may be attributable to the disbanding of a Talented and Gifted programme in 2010 and to its omission from statutory guidance as a diagnostic category. This may explain the apparent reluctance of schools to participate in research on this topic. Research is in progress at the Plymouth Institute of Education that seeks to understand the experiences and perspectives of 2E students of secondary age, their teachers and parents. One of the project’s aims is to contribute to the development of a programme addressing 2E students’ needs and to provide ideas for different teaching methods.
QUESTIONS FOR DISCUSSION 1. How does the fact that twice-exceptionality is not an official diagnostic category in the UK affect the recognition and support of 2E students in schools? How does this create a gap between policy and practice? 2. How can a student’s high potential ‘mask’ their special educational needs, leading to misdiagnosis by teachers? What strategies can schools develop to overcome this paradox? 3. Is it more functional to address twice- exceptionality as a separate category or within the scope of special educational needs? How might this choice affect students’ sense of belonging and school participation? REFERENCES Demir, Y., & Done, E. J. (2022). Twice exceptionality in neoliberal education cultures: Implications for special educational needs co-ordinators. Journal of Research in Special Educational Needs , 22 (3), 266–273. https://doi.org/10.1111/1471-3802.12564 Gelbar, N. W., Shefcyk, A., & Reichow, B. (2015). A comprehensive survey of current and former college students with autism spectrum disorders. Yale Journal of Biology and Medicine , 88 (1), 45–68. https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC4345538/ Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly , 58 (3), 217–230. https://doi. org/10.1177/0016986214534976 Renzulli, J. S., Gentry, M., & Reis, S. M. (2007). Enrichment clusters for developing creativity and high-end learning. Gifted and Talented International , 22 (1), 39–46. https://doi.org/10.1080/ 15332276.2007.11673484 Schultz, S. (2012). Twice-exceptional students enrolled in advanced placement classes. Gifted Child Quarterly , 56 (3), 119–133. https://doi.org/10.1177/0016986212444605 Yates, D., & Boddison, A. (2020). The school handbook for dual and multiple exceptionality: High learning potential with special educational needs or disabilities . Routledge.
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