Leilah Kirkendoll, PhD
Educator and parent of two gifted daughters
We believe that giftedness exists in every community, but access to identification, services, and opportunities does not. Historically underserved and underrepresented gifted and talented children, including twice-exceptional (2e) students, must have equitable opportunities to have both their abilities and their learning needs recognized and supported.
Twice-exceptional students are children who demonstrate giftedness or exceptional potential while also having a disability or learning difference. Their strengths and challenges can mask one another, making identification difficult. A child may demonstrate advanced reasoning, creativity, vocabulary, memory, leadership, artistic ability, or problem-solving skills while struggling with reading, writing, attention, executive functioning, organization, communication, or emotional regulation.
Too often, these differences are misunderstood. A student may be labeled lazy, unmotivated, oppositional, careless, or not working to their potential, when the child may actually be working extremely hard to compensate for an unidentified or unsupported learning challenge. At the same time, when attention is focused primarily on a child's difficulties, exceptional abilities may be overlooked. This can prevent students from gaining access to gifted programs, advanced coursework, enrichment, acceleration, mentorship, and other opportunities that could develop their strengths.
For historically underserved children, the risk of being overlooked may be even greater. Race, culture, language, disability, socioeconomic circumstances, school resources, and unequal access to assessments and enrichment opportunities can influence whether giftedness is recognized. A child's zip code, family income, cultural background, disability, or access to private services should not determine whether their potential is discovered and developed.
We support comprehensive and culturally responsive identification practices that look beyond a single test score, grades, behavior, or teacher referral. Identification should consider multiple forms of evidence, including creativity, problem solving, demonstrated talents, student interests, family observations, performance over time, and the possibility that a disability may be masking advanced ability.
We also believe that supporting 2e students requires addressing strengths and challenges at the same time. A student should not have to give up advanced learning opportunities in order to receive disability-related services. Likewise, participation in gifted education should never be used as evidence that a child does not need accommodations or specialized support. Depending on individual needs, students may benefit from advanced instruction, enrichment, acceleration, educational therapy, executive-function support, counseling, assistive technology, accommodations, an IEP, or a 504 Plan.
Families must be recognized as essential partners. Schools and community organizations should provide families with clear, accessible information about gifted identification, special education evaluation, advanced learning opportunities, accommodations, and their children's educational rights. Families should not have to become experts or pay for costly private services simply to obtain an appropriate education for their children.
We call upon educators, schools, families, policymakers, and community organizations to recognize the whole child. Historically underserved gifted and twice-exceptional students should not have to choose between having their gifts recognized and having their needs supported.
Equity requires more than acknowledging that talent exists. It requires actively removing barriers to identification, providing appropriate support, expanding access to advanced opportunities, and ensuring that every child has the opportunity to develop their gifts, strengthen areas of challenge, and reach their full potential.