Twice exceptional children are children with a high level of giftedness as well as some kind of learning challenge. Unfortunately, there are many myths about 2E+ children. Let’s dispel some of those myths today.
Why Are There Myths About 2E+ Children?
There are several reasons why myths and misconceptions may exist about 2e (twice exceptional) children. Here are a few factors that contribute to the development and perpetuation of these myths:
Lack of Awareness and Understanding
Many people, including educators, professionals, and the general public, may have limited awareness and understanding of 2e individuals. This lack of knowledge can lead to misunderstandings and the development of inaccurate beliefs or assumptions.
The field of 2e is relatively young and continually evolving. There is still a need for more research and awareness about the unique needs of 2e children. Limited availability of accurate information can contribute to the spread of myths and misconceptions.
Masking of Abilities
The exceptional abilities or strengths of 2e children may be overshadowed or masked by their disabilities or learning differences. This masking effect can make it difficult for others to recognize their exceptionalities, leading to misconceptions that focus solely on their challenges.
Individual Variation
Each 2e child is unique, with their own combination of exceptionalities and challenges. This individual variation can make it challenging to develop broad generalizations or understandings about the entire 2e population, leading to myths or oversimplifications.
Common Myths About Twice Exceptional Children, Dispelled
Addressing these myths requires education, awareness, and accurate information about 2e individuals. Increasing understanding about their dual exceptionalities and advocating for appropriate support and accommodations can help dispel these misconceptions and promote a more accurate and inclusive understanding of 2e children. So let’s go over some of these myths about 2e+ children:
Myth: 2e children are just “lazy” or “unmotivated.”
Reality: Underachievement in 2e children is often due to a mismatch between their exceptional abilities and disabilities. It is not a result of laziness or lack of motivation. Many 2e children face unique challenges that require appropriate support and accommodations to thrive academically.
Myth: 2e children are just being “difficult” or “defiant” when they struggle with certain tasks or activities.
Reality: Challenging behaviors or difficulties experienced by 2e children are often rooted in their unique profiles, such as difficulties with executive functioning, sensory processing, or asynchronous development. These challenges are not indicative of willful defiance.
Myth: 2e children are all highly disruptive or have behavioral issues.
Reality: While some 2e children may exhibit challenging behaviors, it is not representative of the entire 2e population. Challenging behaviors can arise from various factors, including frustration, mismatched educational environments, or unaddressed needs.
Myth: 2e children will eventually “outgrow” their challenges.
Reality: Disabilities and learning differences are typically lifelong conditions. While interventions and accommodations can help 2e children manage their challenges effectively, it is unlikely that they will completely outgrow them. Ongoing support is essential to their long-term success.
Myth: Giftedness is a guarantee of success in life.
Reality: Giftedness alone does not guarantee success. 2e children face unique challenges and may require targeted support to reach their full potential. Recognizing and addressing their specific needs and providing appropriate opportunities for growth are crucial for their success.
Myth: 2e children are equally exceptional in all areas.
Reality: 2e children often exhibit a pattern of uneven development, where their exceptionalities and challenges may vary across different areas. They may excel in certain domains while struggling in others. Understanding and accommodating these variations is important for their overall development.
Myth: 2e children are just “average” or “typical” because their strengths and weaknesses cancel each other out.
Reality: 2e children have exceptional abilities and disabilities or learning differences simultaneously. These dual exceptionalities can create complex and unique profiles that require specific understanding and support.
Myth: 2e children are constantly overwhelmed or stressed due to their exceptionalities and disabilities.
Reality: While 2e children may face unique challenges and stressors, it is important to avoid assuming they are constantly overwhelmed. Supportive environments, appropriate accommodations, and understanding can help mitigate stress and foster their well-being.
Myth: 2e children are rare or uncommon.
Reality: While the specific prevalence of 2e is challenging to determine, research suggests that the population of 2e children is larger than previously believed. However, their unique needs and challenges may go unrecognized, leading to under-identification and inadequate support.
Myths Related to Therapy for 2E+ Children
There are some myths and misconceptions related to therapy for the population of twice exceptional (2e) children. It is important to address these myths to ensure that 2e children receive appropriate and effective therapeutic support. Recognizing the complexity of their profiles, finding knowledgeable therapists, and advocating for therapy that addresses their dual exceptionalities can contribute to their overall growth and well-being. Myths about 2E+ children related to therapy include:
Myth: Therapy is unnecessary for 2e children because their exceptional abilities will naturally compensate for their challenges.
Reality: While exceptional abilities can be a strength, therapy can be crucial in addressing the challenges and promoting the overall well-being of 2e children. Therapy can help them develop coping strategies, enhance social skills, manage emotions, and support their unique needs.
Myth: Therapy will only focus on the disabilities or challenges, neglecting the giftedness of 2e children.
Reality: Effective therapy for 2e children should recognize and celebrate their exceptional abilities while addressing their challenges. Therapists who are knowledgeable about 2e individuals will consider the dual exceptionalities and tailor interventions to address both areas appropriately.
Myth: Therapy for 2e children is solely focused on academic or cognitive development.
Reality: While cognitive and academic development may be part of therapy for 2e children, therapy can encompass a broader range of areas. This can include social skills development, emotional regulation, self-esteem building, executive functioning, and support for overall mental health and well-being.
Myth: Therapy is a one-size-fits-all approach for 2e children.
Reality: Therapy for 2e children should be individualized and tailored to their unique strengths, challenges, and goals. It should take into account their exceptional abilities, disabilities, and the interaction between the two. Therapists should adapt their approaches and interventions to meet the specific needs of each child.
Myth: Therapy for 2e children is only necessary during times of crisis or significant challenges.
Reality: Therapy can be beneficial for 2e children on an ongoing basis, not just during crisis situations. Regular therapy sessions can provide continuous support, help build skills, address emerging needs, and promote overall well-being.
Myth: Therapy for 2e children is not effective.
Reality: Therapy can be highly effective in supporting the growth, development, and well-being of 2e children. Evidence-based therapeutic approaches, tailored interventions, and a skilled therapist who understands the unique needs of 2e individuals can make a significant positive impact.
Myth: All therapists are equally knowledgeable about 2e children and their unique needs.
Reality: It is important to find therapists who have experience and training in working with 2e individuals. Not all therapists may have a deep understanding of the complexities and specific needs of 2e children. Seek out therapists who specialize in or have familiarity with the 2e population.
Myth: Therapy is solely the responsibility of the therapist.
Reality: Therapy for 2e children should involve collaboration and active participation from parents or caregivers. Families play a crucial role in supporting therapy goals, implementing strategies at home, and providing a supportive environment for the child’s growth.
Myth: Once therapy ends, the child no longer needs support.
Reality: While therapy can be time-limited or intermittent, the support and strategies learned during therapy sessions should be carried forward and integrated into the child’s daily life. Ongoing support, monitoring, and occasional booster sessions may be beneficial to maintain progress and address new challenges.
Finding a Therapist
It’s essential to find a therapist who connects well with your child and understands their unique needs. Look for someone who is empathetic, knowledgeable, and has experience in working with 2e individuals. Consider the therapeutic approach, communication style, and compatibility with your family values. Search our therapist directory today for a good fit.