By Lateefah S. Williams, Esq.
If you’re the parent of a Twice-Exceptional (2E) child (i.e. one who’s both gifted and has learning or emotional challenges), you already know that the journey isn’t easy. These kids often defy expectations, showing incredible talents in one area while needing support in another. And while public schools in DC and Maryland both offer gifted programs and special education services, they’re typically not great at combining the two.
What Is Twice-Exceptional?
As noted above, Twice-Exceptional, or 2E for short, refers to students who are identified as gifted and have a disability. This disability or learning difference could be ADHD, autism, dyslexia, anxiety, or something else. A 2E student may be reading three grade levels above grade level but have trouble with basic math calculations. Or they may be brilliant thinkers and problem-solvers who freeze in noisy classrooms, melt down without structure, or stutter when called upon in class.
Because their strengths can mask their challenges, and vice versa, 2E kids often go unidentified, unsupported, or misunderstood in school and the world around them. Some are labeled as lazy or disruptive. Others quietly fall through the cracks.
My Experience
I grew up in Prince George’s County, Maryland, attended Prince George’s County Public Schools, was labeled as gifted, and placed in the Talented and Gifted (TAG) program. I wouldn’t be diagnosed with ADHD inattentive type until decades later. Looking back, ADHD has always had a profound impact on my life, but when I was in school, the concept of being twice exceptional (2E) wasn’t a thing. You were gifted, “regular,” or you had a disability. If you were gifted, you were placed in advanced classes or given advanced work. If you had a disability, you were often placed in stand-alone special education classes, even if you could handle some or all the work in general education or gifted classes with proper supports.
Given these options, I’m glad I was tracked as gifted. I probably would not be an attorney today if I had not been. That said, it should not be an either-or choice. My struggles with executive function, time management, and organization didn’t just disappear because they weren’t addressed. Rather, over the years, I have often been confounded by why I haven’t been as successful as I seemingly should have been on paper (even though other people still see me as being quite successful). It wasn’t until I received the ADHD diagnosis within the last decade that things started to make sense and come together. Doctors/practitioners were amazed that, over the years, I had instinctively created many workarounds to accomplish my daily goals to the best of my ability. That said, learning other techniques that work best with how my brain functions and just knowing why I think differently has been a game changer.
The Landscape in DC and Maryland Schools
In theory, nowadays DC Public Schools and school districts in Maryland, like Montgomery County, Prince George’s County, Howard County, and Anne Arundel County offer services that can support 2E students. But unfortunately, these systems usually operate in silos. They have made progress since I was a child, but they still have quite a way to go.
On the one hand, you’ve got gifted programs. On the other hand, you have special education services which fall under the Individuals with Disabilities Education Act (IDEA) or Section 504. But rarely do those programs interact with each other or know how to serve a student who needs both services. When they do work together, it’s often after lengthy advocacy from the parent. In many cases, the parents must bring in a special education attorney or educational advocate to get their child the appropriate services.
Without additional advocacy, a student might qualify for advanced writing classes but get no support for their executive functioning struggles. Or they might have an IEP for dyslexia but be given no enrichment opportunities even though they are a master problem-solver, great with technology, and think like a little engineer.
Getting Your Child the Services They Need
There is no way to sugar coat this. Ensuring your child gets the services they need mostly falls on parents, although this is not how the system is designed to work. If you think your child is 2E, don’t wait for the school to figure it out because they may not. Instead, you can reach out to a special education attorney, like those here at Shefter Law, P.A. If you contact us, some action steps that we can help you take are:
- Request a comprehensive evaluation that looks at both strengths and weaknesses. Schools often focus on deficits, but giftedness needs to be assessed too.
- Consider an outside evaluation with a neuropsychologist who understands twice-exceptionality. This gives you documentation and insight that schools may overlook.
- Push for both enrichment and support. You may need to advocate for differentiated instruction, social-emotional support, and accommodations—all at the same time.
- Use your voice at IEP or 504 meetings or let us be your voice. Don’t be afraid to ask: “How are we supporting all aspects of my child’s learning profile?”
A Few Bright Spots
Some schools are beginning to “get it.” A handful of Maryland districts are piloting programs that better identify 2E kids. MCPS has a range of special programs, and DCPS has started looking at equity in gifted identification. But progress is uneven. Access can vary by school, by staff, even by zip code.
That’s why community matters. Connect with other parents. Keep asking questions. Keep pushing. And remember, your voice is the most important tool your child has in the school system.
Your child doesn’t fit neatly into a box. And that’s okay because most exceptional people don’t. With access to gifted education, along with the right supports, your child can thrive not in spite of their differences, but because of them.
You can book a free case analysis at Shefter Law, P.A. by calling 301-605-7303.
