You may have heard the term, but not many know what it means. 2e stands for twice exceptional.
The first exceptionality is the gifted part, but the second one you may not expect.
This exceptionality represents a disability of some type. Included are disabilities affecting
learning, performance, communication, behavior, and mood. 2e learners are individuals who
demonstrate the potential for high intellectual or creative ability AND who manifest one or
more disabilities. Unfortunately, this combination of talents and challenges often go unnoticed
for years or even a lifetime. Gifted children are adept at hiding their challenges and find ways
to work around them. The combination of gifts and challenges can result in children being seen
as average. If they do happen to be identified, generally it is only for being gifted or for being
disabled, but rarely both.
Here at Sycamore, we not only know gifted, we also know 2e. All of our students require
specialized instruction designed to meet the needs of gifted children. For students who
struggle with disabilities, the focus needs to remain on their strengths, not their struggles. To
assist the 2e students, support is provided in a variety of ways to minimize the impact of their
disability thus allowing them to demonstrate their full potential.
What if you have concerns about your child? Often concerns start with the parents realizing
something seems to be preventing the child from flourishing academically.
Here are the typical steps in identifying learning problems:
1. Suspicion of a problem: either by teacher or parent.
2. Parent & Teachers talk: a discussion of ideas that could help resolve the problem
3. Recommendation for an Evaluation: If learning problems continue or are significant, the
Division Head or Dr. Outcalt may recommend a psycho-educational evaluation.
4. Evaluation: Typically this takes about 3-4 months to schedule, test and summarize results if
you utilize a private psychologist. Plan on it taking about 6 months if you go through the
5. Meeting & Plan: once we know what learning problems exist, we can meet to discuss needs
and recommendations for your child. In some cases, we meet with the psychologist who
conducted the assessment to help clarify different points and answer teacher questions.
For some students, only accommodations are needed, for others, we develop a more
comprehensive plan. We call this a Strategy Plan. Public schools call it an IEP, ISP, or a 504.
6. List of accommodations: this list goes to the child’s teachers. It is important to know, we
can change the level of support at any time by adding or reducing their accommodations.
If you would like to learn more about this process or have further questions, please contact Lori