2e

What is 2E? Is my child/am I 2e? And if so, what's next?

Have you ever felt like there was a disconnect between what your child was doing and what you knew they were capable of?  So maybe they were reading by the age of 3 but now at 7 they can’t even write their name legibly. Or they can reproduce something they see or hear nearly to perfection but they can’t seem to follow directions?  The combinations are endless.

Most children have some form of “asynchronous development”--which means that different parts of their brain (and the corresponding skills) develop at different times.  An educator in the documentary “2e: Twice Exceptional” describes it as “the 5-10-15 rule” where a child may be 10 chronologically, 15 in some abilities and 5 in other abilities or lagging emotionally or socially.  

Being “twice exceptional” or “2e” is an exaggeration of this naturally occurring situation.  In the case of a 2e child, they may be 10 chronologically, 30 in their ability to learn and understand in some domains, and have dysgraphia--which is a neurological problem that inhibits their ability to write, placing them significantly behind their age-peers in this specific domain.  Or perhaps they have some other disability or significant challenge. Slow working memory, visual processing problems, sensory integration, ADHD, autism spectrum disorder… the list of challenges is long and the symptoms of issues overlap formal labels.

Children who are so advanced in some domains are presumed to be capable of managing in all domains of their life.  In fact, many manage to find coping mechanisms to compensate for their challenges. They may not even realize they’re doing it--it’s just how they figure out how to navigate life the way they see others moving through the world.  For some, they are completely unable to find coping mechanisms and move through the world with ease. Often, the adults around them don’t understand. Children are naturally unable to express their confusion about their inability to figure the world out.  Let’s be honest: adults aren’t always great at articulating their specific challenges, either! The frustration of the situation and the inability to articulate it or self-advocate can sometimes exacerbate the problem--creating emotional issues that are secondary (they only exist because of the frustration). 


Getting help for these children can be a challenge.  For one, advanced students capture content quickly and “check out”.  That can manifest in behavior problems or simply not tuning in to hear something important that comes up during the teacher’s process of instructing the students that are still working.  Other issues are that gifted students will often opt out of work that is “too simple to matter” or too boring. Parents will often say that students need to learn that not everything is going to be fun in life, but when brain development continues through the mid-20s, that’s a hard thing for students to see--even at high school level.  

Gifted students also do not always perform as well on tests--which are targeting a different level of thinker.  When a 2nd grader could make a case for two test answers being correct on a standardized test because they are thinking like a teenager and the test creators never accounted for that level of thought and logic--and the student picks the “wrong” answer multiple times on a test, their score isn’t going to reflect their abilities.

Schools often see either these students advances and assume they will “figure it out” or they only see the challenges and try to move them into behavior or special education programs with no regard for the need to address cognitive or academic abilities.  Neither of these situations is addressing the whole child and this affects their overall growth, development, well-being and long-term productivity and happiness. Children whose challenges are not addressed are building a shaky foundation for the future. Children whose strengths are not grown and challenged are not learning how to persevere to learn and grow because things are always easy--which could later turn into self-worth issues when they face a learning challenge that doesn’t come easy and are completely unequipped to face that with no experience, tools or resources to do so.

Finding environments and learning leaders to help these children become their best selves means parents need to become advocates for their children in a culture where challenges are the focus of interventions in the education community and students who are performing at the expected level of their grade are ignored in terms of being challenged.  Being challenged appropriately is seen as “gravy”. In the school’s eyes, they’ve done their job getting the student to the expected norms.

It can be difficult.  Parents and students need to find their people in this world and get the information they need to help move forward together.  It can be chaotic and frustrating for all involved. Take a breath, refocus on loving one another first, and connect with community.  After that, the rest becomes more manageable. 

Click here to learn about our Free Parent Education Workshops. December 15, 2019 is our next workshop, and it will cover legal rights and services for gifted and 2e. Click here for more in-depth information and resources, including local and national organizations to support your family through identification, learning, and building community.

Come to our Gifted Resource Fair on January 12, 2020 to have an immersive experience and learn about all the local support there is for your family. There will be several useful workshops on topics such as dyslexia and testing/identification.

MAGE has just held a Free Parent Education Workshop in Chicago, in partnership with CGCC. For those who couldn't make it, we thought we would summarize some thoughts and resources shared at the workshop.

Helpful books - PLEASE USE THIS LINK FOR THEM, SO THAT CGCC COULD GET CREDIT THROUGH AMAZON SMILE, as a thank you for this workshop and for their work in the gifted community so that they can continue doing it:

  • Misdiagnosis and Dual Diagnosis of Gifted Children and Adults by Webb?

  • Mellow Out, They Say. If I Only Could: Intensities and Sensitivities of the Young and Bright by Piechowski

  • The Dyslexic Advantage by Brock and Fernette Eide

  • The Secret Life of the Dyslexic Child by Robert Frank

  • Upside-down Brilliance by Linda Silverman

  • Understanding Creativity by Jane Piirto (yup, double i)

  • If This Is a Gift, Can I Send It Back? by Jen Merrill

Organizations specifically helpful for Dyslexia:

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JUNE 26 - ACTION Right Now on CPS Accelerated Placement Act

Related Links (pls be patient while we update links): | Overview | Top 7 Ideas | Part 1-Legislative Overview/Deferral | Part 2 - Forums | Part 3 - Draft Policy | Part 4-Overall Impression | Early K | Early 1 | Whole Grade Skip | Single Subject Grade Skip | Equity | More Thoughts and Questions | Timeline | Media links | PG | 2e | Underserved | State of IL | Action Right Now

The Accelerated Placement Act proposed Policy is supposed to be voted on by the CPS Board on June 26th at 10:30 AM. No one has a copy of the draft which will go before the board. What’s a big deal is that this is going to be a completely new board! The board will be likely sworn in on that very day and may have never heard of the policy before. There is no telling in advance about how much the board knows about gifted children or academically talented children, equity, and other issues around the Accelerated Placement Act.

We will be holding a free seminar about gifted advocacy in schools in general, Tuesday, June 11, 2019 at 6:30 PM in River North. CPS Accelerated Placement Act is definitely an item that we will cover. Please feel free to join us to discuss these new developments.

The new CPS Board may be sworn in on Wednesday, June 26th unless a special meeting is called. The agenda for that board meeting will be posted on Monday, June 24th at 10 AM. Advanced registration for speakers opens at 10:30 AM Monday, June 24th. Because this is a new board, expect that the speaker slots will “sell out” in seconds. The sign up and agenda will be here. The top improvement ideas (biggest overall impact, most in line with state law) over the draft that we saw in the CPS forums, some of which may be in the draft policy that will go before the board are here. The biggest thing is that no matter how small the policy impact and scope, as CPS is considering this a Phase I, is that it has to pass. If the people who drafted the policy put too much in, CPS Board may view the policy as too over-reaching, may view it as something that will take up too many resources, and not even pass it. Passing something is better than waiting another year for any accommodation. So, if you go that day to speak, try and get a hold of the policy draft ahead of time, to know what you are advocating for, and then just ask them to vote yes. That is, unless they added something that would be a big step back after the forums. CPS Board needs to hear from the gifted community, and it is in everyone’s interest that there is some policy instead of nothing at all. Drop us a note if you will be involved.

And if a future CPS Board member or even the Mayor is reading, let’s sit down with our State Gifted Organization, IAGC, and talk about ways to strengthen gifted education in this city. It does not cost extra and it’s in everyone’s best interest.

Related Links (pls be patient while we update links): | Overview | Top 7 Ideas | Part 1-Legislative Overview/Deferral | Part 2 - Forums | Part 3 - Draft Policy | Part 4-Overall Impression | Early K | Early 1 | Whole Grade Skip | Single Subject Grade Skip | Equity | More Thoughts and Questions | Timeline | Media links | PG | 2e | Underserved | State of IL | Action Right Now

This content is brought to you by MAGE. Click Contact to be put on our distribution list.