In the context of Twice Exceptional (2e) students, what can result in misidentification?

The identification of Twice Exceptional (2e) students can indeed be influenced by the presence of a learning disability that obscures their giftedness. In many cases, these students may demonstrate a high level of intellect and capability in certain areas, but their learning disabilities can hinder their performance in traditional educational settings. This misalignment can lead educators and testing systems to overlook or misinterpret their potential.

For instance, while a student may have advanced cognitive abilities, challenges related to their learning disability can overshadow these strengths, leading to an underestimation of their overall abilities. Therefore, recognizing and addressing the strain that a learning disability places on their educational performance is crucial for accurate identification and support of giftedness.

Understanding that these students operate on two distinct levels—one where they excel in certain cognitive aspects, and another where they struggle due to their learning challenges—is key to ensuring they receive appropriate support tailored to their unique needs. This holistic view helps mitigate the risk of misidentification, allowing for a more accurate acknowledgment of their intellectual and creative potential.