A reminder that, despite the challenges of raising gifted or twice-exceptional children, many eventually find their passions, acceptance, and success. They may follow different paths and timelines, but with time they often reach destinations fitting for them, even after difficult childhood periods.
Parents of twice-exceptional children should accept unconventional development and timelines. These children combine exceptional strengths with significant challenges, requiring tailored approaches. Emphasize support, understanding, encouragement, and creative solutions to meet their unique needs while recognizing progress may not match peers.
This post contrasts societal esteem for athletically gifted children with the often overlooked academically gifted, emphasizing the need for quality teachers, sustained effort, and mentorship. It advises parents to prioritize long-term goals and suggests academic competitions as avenues for recognition and scholarships.
Homework can support learning when meaningful, connecting classroom tasks to real-world purposes, but it may feel irrelevant or burdensome—especially for gifted or twice-exceptional children. The article suggests adapting assignments, involving students, breaking tasks into parts, communicating with teachers, and providing supports and accommodations.
This article advises parents of gifted or twice-exceptional children to assemble a professional support team — mental health professionals, school specialists, therapists, coaches, and consultants — to address emotional, learning, and sensory needs. It outlines roles, services, and practical steps for selecting and vetting providers.
Parents of twice-exceptional (2e) children must research three areas: strengths, learning deficits, and how they interact. Start online—Hoagies’ Gifted, LD resources, Wrightslaw, Uniquely Gifted—join listservs and associations, and use conferences and archives to better meet their needs.
