STATISTICS AND RESEARCH FINDINGS
RELATED TO TWICE EXCEPTIONALITY
Prevalence Rates
Approximately 2% to 5% of the
population may be considered twice
exceptional, though exact prevalence
rates vary depending on the definition
and identification criteria used. (Source:
National Education Association - NEA)
Impact on Mental Health
Studies have shown that twice exceptional
individuals may be at increased risk for
mental health issues, such as anxiety,
depression, and low self-esteem, due to
the unique challenges they face in
navigating both giftedness and
disabilities. (Source: 2e Newsletter)
Educational Outcomes
Research suggests that the
educational outcomes of twice
exceptional students vary widely,
with factors such as early
identification, appropriate support
and accommodations, and positive
school experiences playing crucial
roles in their academic success and
well-being. (Source: Gifted Child
Quarterly)
Under-
Identification
Studies have found that twice exceptional
individuals are often under-identified within
educational systems, with estimates
suggesting that a significant portion may go
undiagnosed or unrecognized due to masking
effects or misconceptions about giftedness
and disabilities. (Source: National Association
for Gifted Children - NAGC)
Academic Achievement Disparities
Research indicates that twice exceptional
students may exhibit significant disparities in
academic achievement, with high potential
in certain areas contrasted with challenges
or deficits in others. This can lead to
discrepancies between their abilities and
performance levels. (Source: Journal for the
Education of the Gifted)
Parental Advocacy
Studies have highlighted the important
role of parental advocacy in supporting
the needs of twice exceptional children
within educational settings. Engaged and
knowledgeable parents can advocate for
appropriate assessments,
accommodations, and educational
interventions to ensure their children
receive the support they need to thrive.
(Source: Roeper Review)