Common Learning Disabilities, Differences, & Challenges for Twice Exceptional (2e) Students

For background, if you aren't already familiar with these terms, you can read more about what a "twice exceptional" or "2e" student is here. Understand the basics already? Our goal in this blog post is to help describe how to identify, help, and effectively support gifted students with challenges. Our cognitive assessment process is a powerful tool in helping you navigate that process. If you are ready to take the next step, we have no waiting list in place for our low-cost, high value assessment AND we provide custom results with recommendations at no additional charge, with no obligation and no pressure.

Your child might have some of the obvious challenges like attention/focus issues....or they may be more intangible and you just have an instinct that they need support but you don't know what the problem is.

The word "disability" can feel heavy and so can labels, but the most important thing is understanding your child's needs so you can support them. That's where we focus our time, attention, and effort! Even without a formal diagnosis, many parents notice patterns in how their child learns and processes the world. This describes most of the parents we meet at Thinkable Learning Centre in our Ballinteer/ Dundrum location in Dublin.

Some common challenges we see in 2e children include the following (and symptoms of the same without any labels!):

• Dyslexia (reading difficulties)

• Dysgraphia (writing difficulties)

• ​Dyscalculia (math difficulties)

• Processing differences (visual, auditory, or sensory processing)

• Autism spectrum differences (including Asperger's)

• Dyspraxia (motor coordination challenges)

• Speech and language difficulties

• ADHD and executive functioning challenges (focus, organization, planning)

• Emotional or mood-related challenges (anxiety, depression, OCD, etc.)

• Physical or neurological conditions, binocular vision disorders, and primitive reflex retention issues

Every child is different, and a 2e child may have one or several of these challenges alongside their most impressive gifts and strengths.

Types of Giftedness to Consider

Giftedness isn't just about high grades or test scores. Children can be gifted in many different ways.

Some examples we've seen personally include:

• Strong intellectual ability (often measured by IQ, but not always)

• Academic strengths (like maths, science, or reading)

• Artistic talents (art, music, dance, creativity)

• Athletic or physical abilities

• Strong verbal skills or storytelling

• Visual-spatial thinking (great with patterns, design, or problem-solving)

• Creative, flexible, or "outside-the-box" thinking

• Deep curiosity and asking thoughtful, complex questions

• Strong intuition or insight

• Advanced sense of humor

• Ability to learn quickly in areas of interest

• Intense focus on topics they love

  
  

Some children may just seem very mature in certain ways, while still behaving their age (or younger) in others. That uneven development is quite common, if not ubiquitous in this population, and one of the only things that can really be generalized across such a wide spectrum of abilities and challenges.

What are Common Challenges Facing 2e Learners?

2e children often face a unique set of challenges, many of which come from being misunderstood. These are the ones we see frequently. They may:

• Be overlooked because they don't clearly fit into "gifted" or "needs support" categories

• Hear discouraging comments like "just try harder" or "you're not motivated"

• Work much harder than peers but still get lower grades

• Feel bored in school if the work isn't challenging enough

• Become frustrated with repetitive or "busywork" assignments

• Struggle to access advanced classes because of uneven performance

• Feel different from peers, especially if pulled out for extra support

• Miss out on helpful accommodations if they haven't been properly identified

• Process information quickly but struggle to show what they know

• Feel misunderstood by teachers who may not be trained in 2e learning

Emotionally, this can lead to frustration, low confidence, or even shame. Some children begin to believe something is "wrong" with them, especially if their strengths aren't recognized or nurtured.

How Can Parents/Teachers Support & Empower 2e Learners?

Supporting a 2e child means focusing on both their strengths and their challenges.

Helpful approaches we suggest to parents (and participate in following ourselves!) include:

• Building learning around their interests, strengths, and passions

• Not over-focusing on weaknesses, while still supporting them thoughtfully

• Offering hands-on, project-based, or real-world learning experiences

• Reducing unnecessary busywork and focusing on meaningful learning

• Allowing different ways to show understanding (not just tests and written work)

• Supporting social and emotional wellbeing

• Teaching executive functioning skills like organization and planning

• Helping children learn how to learn, not just what to learn

• Encouraging independence over time

• Celebrating progress, even small wins

Clear communication is also key. Accommodations (like extra time or different formats) should be clearly explained. Our goal at Thinkable is always to help your child work towards not needing accommodations because the cognitive weaknesses that demanded them are no longer a challenge. As children get older, helping them learn to speak up for their needs becomes very important as well -- if accommodations are necessary, the effort of supporting the child creates a powerful self-advocate to get their needs met.

Giving children a wide range of experiences can also help them discover their strengths and interests. Opportunities to explore, create, and follow their curiosity can make a big difference.​

With the right understanding and support, twice-exceptional children can thrive. When parents and teachers recognize both sides of who the child is, it can make a big difference -- not just academically, but emotionally too. Over time, as children grow and gain more choice in their learning and careers, they often find paths that play to their strengths and allow them to really shine. The key is always early intervention to identify the need and provide the support with a dedicated team who are equally committed to student success.

Our cognitive assessment at Thinkable Learning Centre is a great first step in that process. Even better -- it doesn't feel like a pressured test and the results guide on us exactly which supports can be most helpful. Sometimes a custom program from Thinkable Learning Centre is the best option to support and we provide detailed information about it to you with your results, where appropriate.

Getting the support you need and knowing the next steps is always offered free of charge, without obligation, and without pressure. And if we're not the right support, we will tell you directly and help you find a resource that can help exactly the way you need. Exactly what you need, nothing more and nothing less. That's our commitment to you. Our families and children need the help first. For us, this is personal. When we say we can help -- we mean it.

Simple, Everday Strategies Can Go A Long Way

• Give children time to think and respond-don't rush them

• Offer genuine praise and encouragement

• Really listen to their ideas and questions

• Make learning meaningful and connected to real life

• Be clear about expectations

• Support emotional regulation and model calm responses

• Provide appropriately challenging work

• Focus on teaching thinking skills, not just memorizing facts

• Rethink what "achievement" looks like for each child

• Advocate for their needs within the school system

It's also important for adults to take care of themselves. Supporting a 2e child can be demanding, and having the right support and information helps everyone. We hope some of these recommendations either helped you learn what a twice exceptional student is OR assisted you in finding a new way to support your own.​​​​​​​