Understanding Twice-Exceptional (2e) Learners: When Strengths and Challenges Coexist

What does it mean to be twice-exceptional (2e)? Twice-exceptional learners are children who have both exceptional strengths -such as giftedness, creativity, curiosity, or advanced problem-solving abilities - and areas of challenge, which may include ADHD, autism, dyslexia, anxiety, or learning disabilities. Because these strengths and challenges can mask one another, many 2e children are misunderstood, underidentified, or struggle to access the support they need.

In this introductory session, REEL's Executive Director Abby Kirigin will explore the unique experience of twice-exceptional learners and help parents understand why these children can seem so capable in some areas while struggling significantly in others. Participants will learn about common 2e profiles, how giftedness and challenges interact, and why traditional approaches may not always meet the needs of these complex learners.

Parents will walk away with:

• A clearer understanding of what it means to be twice-exceptional

• An introduction to concepts such as asynchronous development, masking, uneven profiles, and strengths-based support

• Strategies for shifting from “Why won’t my child?” to “What does my child need to thrive?”

• Strength based support strategies

• Resources and next steps for better understanding and advocating for their child

Whether you are newly exploring the possibility that your child is 2e or looking to better understand the 2e experience, this session will provide a foundation for recognizing strengths, understanding challenges, and supporting the whole child.

This event will be recorded and emailed to all RSVPs.

This event will have live Spanish translation.

Abby Kirigin, Ed.D., REEL Executive Director, Co-director of Educator Programs. Abby worked in tech and startups as an interaction designer for several years before pivoting to education as a result of raising her own 2e children. She holds a doctorate of education from the Bridges Graduate School of Cognitive Diversity in Education, where she developed a curriculum to support neurodivergent middle schoolers in strengths-based career exploration. She holds a Master's degree in Human-Computer Interaction from Carnegie Mellon and a BA from NYU.