How to Advocate for Your Twice-Exceptional Child: Building Their Support System

How to Advocate for Your Twice-Exceptional Child: Building Their Support System

Twice-exceptional (2e) children bring unique combinations of abilities, interests and learning styles to the classroom. Supporting them involves partnering with educators and creating an environment where they can continue to develop their potential. With the right support system, parents can help their child access opportunities that recognize their unique learning profile.

Understand a Child's Complete Learning Profile 

Effective advocacy starts with a clear view of a child’s individual learning styles. 2e learners often combine gifted abilities with another learning or developmental difference that influences their educational experience. For example, a child may demonstrate advanced creative thinking or strong academic abilities while presenting with ADHD, autism or other conditions.

Experts estimate that one in nine students in traditional gifted programs is 2e. However, identifying them can be challenging because one aspect of a child's profile can mask another. Understanding these students’ strengths, learning preferences and support needs helps educators create conditions for them to develop and thrive.

• Learn how twice-exceptionality differs from giftedness or a learning need.
• Identify learning patterns by observing how the child's strengths and support needs interact in different situations.
• Share the child's interests, talents and learning preferences with educators to help create meaningful educational opportunities and support strategies.
• Revisit evaluations and learning plans regularly so they continue to reflect the child’s development and changing needs.
• Use a strength-based approach that focuses on building the child's abilities.

Communicate a Child's Dual Needs With Educators

Parents play an important role in helping educators recognize how the 2e child’s gifted abilities and learning needs interact. Sharing observations from home and classroom experiences helps create a more complete picture of how the child learns and demonstrates their abilities across different settings.

A strength-based approach also encourages conversations that look beyond areas requiring support and highlight the abilities that can guide learning strategies. For example, some autistic learners may demonstrate strengths such as exceptional memory, attention to detail or analytical thinking. Meanwhile, other 2e students may show advanced creativity, problem-solving skills or subject-specific talents. Communicating these strengths alongside areas where support may be beneficial leads to strategies that encourage growth while addressing barriers to learning. 

• Schedule meetings with teachers early in the school year to discuss the child's learning profile.
• Share assessment reports that highlight the child's advanced abilities alongside any identified learning or developmental needs.
• Provide examples of how the student performs differently in various subjects or learning environments.
• Share strategies that build on the child's strengths while helping them navigate learning challenges.
• Invite educators to share where they see the student excelling and recommend areas of improvement.
• Maintain regular communication before formal review meetings.

Build a Collaborative IEP Team

Supporting a 2e child often requires input from classroom teachers, gifted education specialists, therapists and parents. When everyone works toward shared goals, the child receives stronger, coordinated support that builds on strengths and creates access to learning opportunities.

For children who qualify for an Individualized Education Program (IEP), the Present Level of Performance (PLOP) statement provides the foundation for an effective support plan. Using assessments and observations from educators and parents, PLOP describes the child’s current abilities, including academic skills, communication, behavior, social development and functional performance. The information guides IEP goals, accommodations and services, ensuring the plan reflects the student’s learning profile and support needs for growth.

• Participate actively in IEP or Section 504 meetings to contribute insights about the child’s abilities, learning preferences and support needs.
• Review the PLOP with the IEP team to confirm it accurately reflects strengths and support needs.
• Develop goals that extend the student’s strengths while supporting skill development.
• Request regular progress updates and review support plans throughout the school year to ensure they continue meeting evolving needs.
• Include the child’s own perspectives and learning preferences whenever appropriate.

Secure Appropriate Supports While Nurturing Strengths

The right accommodations can help 2e students participate confidently in the classroom while continuing to develop their talents. Securing support often requires identifying which strategies address specific barriers and ensuring educators apply them effectively in the classroom. Parents can strengthen this process by becoming familiar with available options and working with schools to develop practical solutions.

However, the process can be challenging, especially when resources are limited.
In 2024-2025, educational facilities nationwide averaged 1,071 students per school psychologist, exceeding the National Association of School Psychologists’ recommended 500-to-1 ratio. The shortage of specialists can limit the time they have available for evaluations, consultation and ongoing support coordination. In these circumstances, active parent participation is essential to accommodation decisions.

• Learn what accommodations are available and connect each to a specific goal.
• Understand the difference between accommodations and modifications to ensure supports improve access to learning without reducing appropriate academic challenges.
• Consider accommodations that support areas beyond academics, including executive functioning, communication, sensory needs and social-emotional development.
• Involve the child in selecting and communicating strategies that help them build independence and self-advocacy skills over time.

Helping 2e Children Reach Their Full Potential 

Successful advocacy starts with understanding a 2e child’s gifted abilities and unique learning profile. Parents and educators can use this foundation to guide decisions about learning opportunities, accommodations and long-term growth. A balanced, strengths-based approach improves access to appropriate services, helping these learners continue developing their talents with confidence.

Sources

Jolly, J. L., and Barnard-Brak, L. (2024). Special education status and underidentification of twice-exceptional students: insights from ECLS-K data. Education Sciences, 14(10), 1048. https://www.mdpi.com/2227-7102/14/10/1048 

Strengths and abilities in autism. (2026, April 12). Arms Wide Open ABA Therapy. https://www.armswideopenaba.com/blog/strengths-and-abilities-in-autism

Sheldon-Dean, H. (2024, December 9). About individual education programs (IEPs). Child Mind Institute. https://childmind.org/article/about-individual-education-programs-ieps/

Shortages data dashboard and workforce information. National Association of School Psychologists. https://www.nasponline.org/about-school-psychology/shortages-dashboard-and-workforce-information