Twice-exceptional students—often called 2e learners—represent a unique and frequently misunderstood population in Colorado public education. These students simultaneously demonstrate advanced strengths and significant learning challenges, presenting a dual profile that requires both gifted support and disability-specific instruction.
What Does “Twice-Exceptional” Mean in Colorado?
In Colorado, a student is considered twice-exceptional (2e) when they meet both of these criteria:
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They are identified as gifted according to state criteria in one or more areas (such as intellectual ability, specific academic talents, creativity, leadership, or the arts); and
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They are identified with a disability under federal/state eligibility rules that qualifies them for either an Individualized Education Program (IEP) or a Section 504 plan.
This definition follows the Exceptional Children’s Education Act (ECEA), which governs special education and gifted services in Colorado.
Importantly, not all students with gifted potential and challenges are automatically 2e. Formal identification through appropriate evaluation processes is required to qualify for legal protections and services.
Why 2e Students Can Be Hard to Spot
Twice-exceptional learners can be particularly difficult to identify because their strengths and challenges often mask each other:
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A student’s high ability in reading comprehension might camouflage struggles with written expression or math computation.
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Conversely, a disability such as dyslexia, ADHD, or executive functioning issues may hide remarkable talents in creativity, reasoning, or problem-solving.
As a result, these students frequently exhibit inconsistent academic performance, leading educators and families to misinterpret their behavior as lack of effort, disengagement, or underachievement—rather than signs of a complex learning profile.
Common Characteristics of 2e Learners
While no single profile defines all twice-exceptional students, several patterns often emerge:
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Inconsistent school performance: High potential on some tasks paired with significant challenges on others.
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Emotional intensity and dysregulation: Heightened sensory or emotional responses that complicate learning.
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Frustration and self-awareness of challenges: Many 2e learners know they struggle but lack strategies to address those challenges.
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Behavioral adaptations: Coping mechanisms like perfectionism, procrastination, or avoidance may develop as a result of trying to manage contrasting strengths and weaknesses.
Unlike traditional gifted or special education profiles, 2e learners’ asynchronous development and uneven academic progress require educators and families to look beyond standardized test scores or classroom grades.
Supporting 2e Students in School
Effective support for twice-exceptional students combines both strength-based enrichment and targeted instruction for areas of challenge. Colorado’s approach encourages:
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Advanced Learning Plans (ALPs) to nurture giftedness and talent;
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IEPs or 504 plans to provide legally protected accommodations, specially designed instruction, and access to curriculum;
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Collaborative teams involving general educators, gifted specialists, special educators, and families; and
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Strength-based teaching practices that help students leverage their interests and abilities in ways that build confidence and engagement.
Classroom accommodations might include extra time, alternative demonstration of mastery, assistive technologies, or flexible project choices that align with both strengths and support needs.
Why This Matters for Families and Advocates
Twice-exceptional learners are not rare, but they are among the most under-identified groups in schools. When 2e students are not recognized, they risk:
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Falling behind academically despite high potential.
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Becoming disengaged or discouraged.
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Not receiving the necessary legal protections and services they are entitled to under IDEA and Section 504.
For families navigating identification or support planning, a deep understanding of both gifted education and special education law is essential to ensure that school teams appropriately evaluate strengths and needs—and build plans that allow 2e learners to thrive.
The Education Advocates at Brown Education Law Group LLC are well-versed in best practices and can help you navigate these complex issues.
