THE DEAR REEL MODEL: Classroom Strategies for Twice-Exceptional Student Success
- REEL Team
- Oct 29, 2024
- 14 min read
See the transcript here
Supporting Twice-Exceptional Students: A REEL Community Workshop Recap
Welcome!
We’re excited to have you here. In case you’re not familiar with REEL, we’re a nonprofit dedicated to helping twice-exceptional (2e) students in Silicon Valley thrive. We do this by raising awareness among parents and educators and sharing strategies to support their unique needs.
What Does “Twice-Exceptional” Mean?
Our definition of 2e comes from the Bridges 2e Center for Research and Development.Twice-exceptional students have:
Distinguishing strengths (high ability or potential in one or more areas)
Complex challenges such as dyslexia, autism, ADHD, or anxiety
These traits combine—like yellow and blue making green—to form a student with a complex learning profile. Their strengths and challenges interact, and they need support that addresses both exceptionalities.
Explore REEL’s Resources
Our website is full of helpful tools:
Recorded talks organized by topic
Articles and white papers
Downloadable guides
Feel free to use and share these resources with your educators!
Upcoming Events You Won’t Want to Miss
We host a bi-monthly parent support group with breakout rooms for sharing ideas and support.You can RSVP for all events at real2e.org.
Highlights:
Nov 13: Therapies for anxiety with three expert psychologists
Jan: Writing solutions for 2e learners
Mar 16: Student panel on neurodivergent experiences (K–12)
Spring: Executive function talk—one of our top requested topics!
Neurodiversity Speaker Series
REEL is proud to be part of the Neurodiversity Speaker Series. Catch recent recordings on the Parent Venture YouTube channel—with more coming soon!
Join the REEL Community
We have a Google Group where hundreds of Bay Area parents ask questions, share resources, and support one another. Kelly may drop the link in the chat.You can also follow us on:
Facebook
Instagram
YouTube (for past recordings)
Bring REEL to Your School
Today’s workshop offers a glimpse into what we present to educators. We’ve worked with dozens of Bay Area schools to offer:
Learning difference simulations
Deeper-dive workshops
We also released a free 46-page guide for twice-exceptional learners—especially relevant for Bay Area families. Download it at real2e.org!
Meet Dr. Abby Kerrigan
Dr. Abby Kerrigan is REEL’s Executive Director—a lifelong learner and passionate advocate for inclusive education. She brings:
Experience as an interaction designer in tech startups
Her perspective as a parent of three children
A doctorate from Bridges Graduate School, where she created a curriculum for neurodivergent middle schoolers
A Master’s in Human-Computer Interaction from Carnegie Mellon
A BA in Computer Science and Philosophy from NYU
She’s also presented for:
Stanford Neurodiversity Project
Parents Place
KnowledgeWorks
California Association for the Gifted
National Association for Gifted Children
Understanding Neurodiversity
Defined by Harvard Medical School, neurodiversity is an umbrella term that embraces the natural variations in human brains and how we function.
We are all part of the neurodiverse community:
Some are neurotypical (or neuronormative)
Others are neurodivergent (e.g., ADHD, autism, dyslexia, dyscalculia)
We move away from outdated medical models that view neurodivergence as something to be “cured. ”Instead, we celebrate differences and support each person’s unique contributions to society.
Key Stats to Know
1 in 5 children have a learning or attention difference
In California, 1 in 22 eight-year-olds are identified as autistic (vs. 1 in 39 nationally)
Among students with ADHD:
39% also experience anxiety
37% have learning differences
14% are autistic
Only 13% of public school students in Santa Clara and San Mateo counties are served in special education—meaning many neurodivergent students are not formally identified or supported.
Reframing the Narrative
We can view neurodivergent students in two ways. REEL encourages a strength-based, neurodiversity-positive lens.
Traditional View (Medical Model):
Inattentive
Hyperactive
Impulsive
Loud
Impatient
Strength-Based View:
Energetic
Enthusiastic
Fun-loving
Entrepreneurial
Full of ideas
Let’s define individuals by their strengths, not their weaknesses.
Celebrating Neurodivergent Achievers
Here are a few famous individuals who are neurodivergent:
Steven Spielberg – interdisciplinary thinker (dyslexia)
Steve Jobs – 3D spatial reasoning genius (dyslexia)
Octavia Butler – science fiction author with powerful narrative reasoning (dyslexia)
Dave Pilkey – creative mind behind Captain Underpants (ADHD)
Simone Biles – known for her enthusiasm, dedication, and drive (ADHD)
Richard Branson - risk-taking, adventurous, novelty-seeking, and a highly successful entrepreneur (ADHD)
David Byrne -driven by deep knowledge, skill, passion, and motivation in his interest areas (autism)
Sir Anthony Hopkins – intensely focused on detail, which helps him bring characters to life (autism(
Hannah Gadsby – a successful comedian whose logical thinking and honesty have shaped her career (autism)
These examples remind us: when we focus on strengths, we unlock potential.
These individuals show how neurodivergent traits can be powerful assets. They’ve defined themselves in positive ways—and that’s exactly what we want for our children.
What It Means to Be Twice-Exceptional
We’ve touched on this earlier, but it’s worth digging deeper. Twice-exceptional students are often missed in formal diagnoses because:
Their strengths mask their challenges
Their challenges mask their strengths
They don’t fit neatly into one category
Educators may be equipped to support students in special education or those in advanced classes—but they often overlook students who need both kinds of support. These are our twice-exceptional learners.
Understanding the Jagged Profile
Let’s compare two student profiles:
Typical Student Profile
A student may not meet every age-based expectation exactly, but their abilities across areas like working memory, emotional regulation, and academic performance tend to be fairly even.
Twice-Exceptional Student Profile
This student’s profile is jagged—with high highs and low lows.For example, a student who is autistic and has ADHD might show:
Very high vocabulary and reading level
Strong math reasoning
Lower math performance due to slow processing speed
Difficulty with writing, which affects performance on math worksheets
Frustration from being unable to show what they know
Social and emotional regulation below grade level, leading to classroom behaviors that confuse teachers
This disconnect between ability and performance is a hallmark of twice-exceptionality—and it creates real challenges in typical classroom environments.
Neurodivergence Among High Achievers
It’s important to recognize that neurodivergent students exist even among high-achieving learners:
5–20% of gifted students may have learning disabilities
9% of children with ADHD are high-achieving
19% of underachieving students meet referral criteria for inattentive ADHD
2–20% of autistic learners are gifted, but often diagnosed late and experience higher anxiety
Implications for Support
These statistics have serious implications:
Only 11% of academically advanced special education students are considered appropriately served
60% of students with ADHD and twice-exceptional profiles struggle with motor regulation
There’s a 30% lower chance that a 2e dyslexic student will reach math proficiency
These gaps highlight the urgent need for strength-based, individualized support—so that all students, regardless of their profile, can thrive.
The Stakes Are High
Because math is so central to academic success, challenges in this area can hold students back from reaching their full potential. Unfortunately, research shows that autistic children are five times more likely to experience suicidal ideation.
When these students are not supported in our classrooms, they face real emotional consequences:
Frustration
Rejection
Loneliness
Anxiety and depression
These experiences can lead to:
Chronic absenteeism
School avoidance
Low self-concept
Equity Challenges in Diverse Communities
For culturally, linguistically, and economically diverse communities, the challenges are often compounded. Teachers may be more likely to focus on deficits rather than strengths.
In a recent REEL survey of Silicon Valley parents:
50% reported that highly asynchronous learners are not thriving in school.
Introducing the DearREEL Model
So what can we do?
This is where we begin working with educators—through empathy exercises, simulations, and conversations about consequences. At REEL, we developed the DealREEL Model, a four-part framework designed to help educators support neurodivergent and twice-exceptional learners.
We believe these strategies benefit all students in a neurodiverse classroom.
This model was created in collaboration with an educator advisory group that includes:
Public school teachers
Principals
Private school learning specialists
District-level staff
Teacher educators
It’s based on years of data and stories from parents in our community. You can download the full white paper from our website for more details.
Petal 1: Developing Connection
The first petal of our flower model is Developing Connection—a critical component of working with 2e students.
Most teachers enter the profession because they love working with kids and want to build meaningful relationships. While connection benefits all students, it’s especially vital for neurodivergent learners who may be:
Struggling
Frustrated
Feeling unseen or misunderstood
Without a safe, trusted adult who sees their strengths and effort, it’s hard for these students to thrive.
Understanding the Student’s Battery
We encourage educators to ask:
What charges this student up?
What drains them?
What sustains them?
Quick Tips for Building Connection
Listen and be approachable
Share wins with colleagues
If you only see a student in one context (e.g., math class), talk to other teachers to learn where they shine
Observe them in electives or clubs to understand their strengths
Intentionally collect information
Use tools and forms to learn how students like to communicate and what interests them
One great tool is a free downloadable document from the University of Connecticut that helps educators understand student preferences and communication styles.
Guiding Questions for Connection
We love this graphic with reflective questions for educators:
Does this child feel a sense of belonging in our school?
Am I being intentional about the energy I bring?
Will this build or break trust?
Are we having enough fun?
Simone Biles on Joy and Performance
One of our featured neurodivergent individuals, Simone Biles, has a powerful quote:
“When I’m smiling and having fun, I perform my best.”
Even at the highest levels of competition, joy—not pressure—is what helps her thrive. This reminds us that creating a positive, joyful community helps students bring out their best selves.
Real Stories from Our Community
🌱 Ava’s Story
Ava was a 2e high school student who wanted to study environmental science.In elementary school, her teacher noted:
“She’s eager and motivated to learn, ”Surpassing her reading goals by over 600%.
But by middle school, feedback shifted to:
“Please turn in assignments more quickly and raise your grades.”
She eventually completed high school at middle college, where two supportive teachers:
Understood her learning disability
Celebrated her achievements
Focused on content, not speed
Respected her need for breaks
Treated her as an equal
This connection helped Ava believe in her own abilities and thrive.
Alec’s Story
Alec had just joined fifth grade after moving from El Salvador.He was brilliant but had untreated ADHD and was new to the language and culture.
His teacher gave him a stack of blank note cards and made a deal:
Alec would teach her one Spanish word each day
She would teach him one academic concept
One day, Alec even wrote a quiz for his teacher—on the same day she gave the class a math quiz!
This personal connection helped Alec feel seen, valued, and engaged.
Practical Tips by Grade Level
We’ve created a graphic (available in our downloadable document) with specific strategies for:
Elementary school
Middle school
High school
Examples include:
Supporting student-led neurodiversity advocacy in high school
Establishing a neurodiversity club in middle school
Exploring identity—both for teachers and students—to foster understanding and belonging
Petal 2: Embracing Flexibility
The second petal of the DearREEL model is Embracing Flexibility—a mindset shift that invites educators to adopt Universal Design for Learning (UDL).
UDL encourages teachers to:
Focus on the core goal of an assignment or experience
Offer multiple ways for students to receive information
Provide flexible options for students to show what they know
What Flexibility Looks Like
Let’s say you’re teaching a unit on a Civil War battle. Students could learn through:
Original accounts
Textbooks
Audiobooks
Pre-screened YouTube videos
To demonstrate understanding, students might:
Write a five-paragraph essay
Create a podcast with character interviews
Build a diorama or paint a scene
The key is that standards remain consistent—the rubric doesn’t change. What changes is how students access and express learning.
Real Stories of Flexibility
John’s Story
John loved books and listened intently to chapter readings. But by first grade, he struggled to read and made no progress despite hours of effort. He became frustrated, refused to open books, and began hiding to avoid school.
Once diagnosed with dyslexia, John received targeted tutoring. But his parents and teachers also embraced audiobooks to feed his imagination. His vocabulary blossomed, and he re-engaged with classroom conversations his comprehension needs met through flexible access.
Heather’s Story
In second grade, Heather was assigned to build a biome model. Most students created physical objects, but Heather had limited fine motor skills. Her teacher allowed her to build her model virtually using Scratch.
She programmed animals to explain their interactions in the savannah, showcasing her giftedness and deep understanding of the food web.
Ben’s Story
Ben, a sixth grader, had exceptional presentation skills and a strong memory. While preparing a class presentation, he struggled with writing speaker notes.
Since the learning goal was presentation, not writing, his teacher let him skip that step. Ben delivered a powerful presentation and set a high bar for his classmates—his strengths were honored without penalizing his challenges.
Practical Flexibility Strategies
Across all grade levels, educators can:
Offer flexible seating
Create quiet zones
Provide movement breaks
Normalize accommodations for all students
By explaining the purpose of accommodations and allowing autonomy, we create classrooms where everyone’s needs are valid—no label required.
Petal 3: Attending to Strengths
Sometimes schools unintentionally pull students away from the very activities that refuel their emotional batteries.
For example:
A student who loves math may be pulled from math class for an OT session—missing the one subject that makes them feel confident and excited.
Students may be asked to miss PE, lunch, or recess to complete tests or assignments—losing the time they need to recharge and release energy.
Ask the Student
The best strategy? Ask the student what time works best. Collaborate with parents and come up with a mutually agreeable plan that honors:
Their electives
Their interests
Their need for joy and autonomy
When students feel seen for their strengths, they’re more willing to take on challenges. They try harder, persist longer, and feel good about being in school.
The Pyramid of Partnership
Inspired by Dr. Robin Shader, this graphic reframes the traditional triangle of student-parent-teacher relationships.
Instead of pulling against each other, imagine a pyramid where:
Student, parent, and teacher are all looking upward
They share the same goal: helping the student reach their full potential
At REEL, we place this pyramid on a foundation of strengths and interests. These should be woven into:
Interventions
Accommodations
Daily classroom experiences
Henry’s Story
Henry loved drawing but struggled with writing. Instead of writing a blog post about current events, his teacher let him create political cartoons.
Henry’s cartoons:
Showed sophisticated commentary
Became a regular feature in the school newsletter
Led him to join the yearbook team
By honoring his strengths, Henry’s school experience became meaningful and empowering.
Sam, Jacob & Lance’s Story
In sixth grade, these three boys needed to show understanding of ancient India.
They built a Lego exhibit
Created a video presentation instead of a paper
Later wrote a multi-paragraph essay with extra scaffolding
Working in their areas of interest gave them the motivation to overcome writing challenges.
Strength-Based Strategies at Every Level
Here are practical ways to attend to strengths:
Strength-based IEP goals
Menus of options for showing knowledge
Genius hours and passion projects
Interest-based clubs
These strategies help students feel valued, capable, and engaged.
Petal 4: Reframing Behaviors
As Dr. Ross Greene says:
“Kids do well if they can.”
This petal asks educators to shift their mindset:
From “Why won’t they do this?”
To “What’s getting in their way?”
Uncovering Hidden Barriers
Collaborate with:
Students
Parents
Support teams
Look for sensory or environmental factors that may be affecting behavior.
For example:
A student fidgeting during circle time may be reacting to:
An itchy rug
Bright lights
Crowded seating
Loud sounds
Small changes can make a big difference.
Wellness & Co-Regulation
This is often the most challenging petal.It requires:
Self-awareness
Patience
Practice
Educators should attend to their own wellness and ability to co-regulate with students.
The Iceberg Analogy
Unexpected behavior is often just the tip of the iceberg.
Below the surface may be:
Cognitive challenges
Social-emotional needs
Biological factors
Use your “submarine” to explore what’s beneath—and respond with compassion and insight.
Jonah’s Story
Jonah was highly gifted but had sensory processing issues. When bored, he would put his shirt over his head and rub his chest—making classmates uncomfortable.
His teacher:
Asked about the behavior
Discovered it was a sensory need
Created fabric boards with different textures for Jonah to use
This simple accommodation helped Jonah feel regulated and understood. And he would use those in the classroom when he needed that sensory stimulation. So it really worked and made everyone else in the classroom much more comfortable around him.
Closing Reflection: Serena’s Story
To end, we invite you to watch a video featuring Serena, a bright middle school student reflecting back on her experience—now as a college student.
In middle school, Serena’s teachers were perplexed by her behavior. Despite her academic strengths, she was often out of her seat, wandering the classroom, and frequently sent to the office. Her behaviors were seen as deliberate and disruptive, not as signs of a neurodivergent profile.
A Missed Diagnosis
It wasn’t until high school that Serena was diagnosed with ADHD—and things finally started to make sense. “If my teacher had understood those behaviors as a manifestation of ADHD and accommodated my need for movement, my experience may have been more positive.” In the video, you’ll hear from Serena—now a sophomore at Columbia University—and from some of her former teachers.
Serena Speaks
“Most of the time, I didn’t even know I was acting out. I just thought it was completely normal.”
“I found myself in the office a lot. My parents got emails about me a lot.”
“I spent eight hours studying for something I’d get a C on. My counselor said my grades were too high for ADHD.”
Serena’s story reveals how ADHD in girls is often under-recognized, especially when academic performance masks underlying challenges.
Cultural Stigma & Advocacy
Serena also speaks to the cultural stigma around neurodiversity:
“There’s pressure not to place a label on yourself. No one wants to think their child is weaker or different.”
But she found strength in advocating for other students:
“It’s not that the kid is doing this intentionally. There are things not completely in the child’s control or awareness.”
“It’s up to us as adults to help bring that together.”
A Shift in Identity
Serena describes the transformation:
“A huge change—from being demonized as a child to realizing: I’m not a terrible person. There’s something going on.”
“You can be high-achieving and still struggle. It’s not dependent on IQ or capability.”
“Once you have a diagnosis and supportive measures, your capability increases. That’s what helped me navigate my 2e journey.”
Practical Suggestions & Final Reflection
We’ve shared practical strategies across all grade levels, and we encourage you to download the white paper to explore:
Research
Resources
Classroom techniques
Real student stories
Reflect & Apply
As we wrap up, take a moment to reflect:
Is there a student in your classroom or your own child who could benefit from deeper connection?
How might you offer expanded options for student work—more voice and choice?
Could you increase access to time and space for students to work in their areas of strength?
Try genius hours
Rotate students to present on topics of interest
How might you reframe unwanted behaviors to uncover underlying needs and barriers?
Q&A Highlights
How can we partner with teachers who view accommodations as a burden?
This is a common concern. At a recent Stanford panel, a principal acknowledged that yes, accommodations require planning. But the long-term payoff is worth it.
Start small:
Choose one petal from the DealREEL model
Make incremental changes
Offer accommodations to all students, not just those with formal plans
This normalizes support, removes stigma, and simplifies classroom management.
From the Parent Perspective
If you're a parent advocating for accommodations:
Share REEL resources and fact sheets with teachers
Frame your observations positively:
“I’ve noticed my child is more successful when XYZ happens…”
This opens the door to collaboration and helps teachers see the benefits for the whole class.
A Personal Story
One parent shared:
“My son wanted to color his beanstalk in crazy colors, but the teacher wanted it green. The lesson was about math—not biology. When she allowed flexibility, all the kids joined in and loved the project more.”
Flexibility for one student can enhance the experience for everyone.
Wrapping Up
Thank you for joining us. We’ll be sending out:
The slides
The recording
Links to resources and upcoming talks
Please visit real2e.org to explore:
Upcoming events
Past recordings
Downloadable guides
Community support
💖 Final Thanks
Thank you all so much for being part of this conversation. Together, we can build classrooms that see every student, honor every strength, and support every journey.
