Gifted:
There are numerous definitions for the term “gifted.” In essence, “gifted” means that an individual displays advanced abilities in one or more of the following domains:
- Intellectual ability
- Academic achievement
- Visual and performing arts
- Leadership ability
- Creativity
Gifted children often display several of the characteristics listed below:
- Rapid learner with very good memory; may be impatient with slowness of others; may resist mastering foundation skills; resists practice or drills
- May be frustrated or bored at school; may not perform to potential
- Concern with social and political issues and injustices; may become discouraged or overwhelmed with the problems of the world; may be highly critical of self and others
- Asks probing questions; goes beyond what is being taught; may ask limitless questions; may be strong-willed; argumentative
- Keen and sometimes unusual sense of humor; sees absurdities of situations; may become “class clown” to gain attention
- Large vocabulary and complex sentence structure; advanced comprehension of word nuances, metaphors, and abstract ideas
- Unusual emotional depth; intense feelings and reactions; highly sensitive; may feel different and alienated; emotional and intellectual development may be out of sync
- Longer attention span, persistence and intense concentration when interested; may neglect duties or people during periods of focused interest
- Tendency to put ideas or things together in ways that are unusual or not obvious (divergent thinking); may disrupt plans or reject what is already known
- (adapted from: “A Parent’s Guide to Gifted Children”, Webb, Gore, Amend, DeVries, 2007)
Twice-Exceptional (2e)
The term twice-exceptional (2e) refers to individuals who are both gifted and have a learning, emotional, behavioral, or social issue. They are considered twice-exceptional because they fall into the exceptional range statistically for their cognitive, academic, or creative abilities and potential, and also fall in the lower end of exceptional in their deficit area. This asynchrony, or uneven development, can cause extreme frustration, stress, and emotional and behavioral reactions.
Examples of exceptionalities include: Asperger’s Disorder, Attention Deficit Hyperactivity Disorder (ADHD), Anxiety, Obsessive-Compulsive Disorder, Dyslexia, Sensory Integration Disorder (SID), and Bipolar Disorder. While the list above contains full blown diagnostic categories, many gifted individuals exhibit symptoms of the aforementioned, yet do not fully meet diagnostic criteria. While not necessarily requiring a diagnosis, these tendencies can still result in significant asynchrony, and significant difficulty.
Some examples of difficulties that 2e children may experience include: a gifted child who cannot read well due to dyslexia feels stupid, experiences low self-esteem, and stops trying in school. A gifted child with ADHD continues to get in trouble for “not paying attention” and blurting out all the answers. A gifted child with Asperger’s Disorder has tremendous difficulty in social situations and therefore becomes overwhelmed and anxious in social and learning environments, limiting his involvement in enrichment programs. Thus, identifying a child as 2e and focusing on her strengths becomes a primary target for interventions at home and in school.
