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There are certain apparent patterns with challenging twice exceptional behavior. Frequently the unwanted behavior we see in our twice exceptional children and students, or experience
Gifted and 2e people will do well to raise their awareness around needs of autonomy, competency and relatedness. Know yourself so you recognize when an environment is toxic. If you feel out of control, get support – just the action of advocating for yourself will increase your feelings of competency and sense of control.
If all humans can come to one another tabula rasa – giving the benefit of the doubt and without expectations – my hope is that we can gently and kindly go into this next year with minimal trauma and maximum connection.
The twice exceptional profile (gifted with a learning difference) often comes with perfectionism – a drive to do and be better. Sometimes that perfectionism reaches
Feeling marginalized, unseen and experiencing a concentration on their perceived deficits, 2e learners’ access to appropriate education is often compromised. Add cultural diversity to the 2e profile, and this ‘3e’ learner is almost guaranteed barriers such as implicit and explicit bias, against their success.
Parents, educators and clinicians have the supreme honor and ability to change a 2e child’s life; to stand up, speak out and tenderly hold the 2e child’s larger-than-life heart.
Instead of telling kids what to do and how to do it, (or worse, assuming you know what’s going on for a 2e child), lead them toward a conclusion or action and not only will you achieve buy-in, but you’ll teach self-efficacy as well.
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