ABSTRACT
Chapter 2 focuses on understanding the “typical (atypical)” development of twice-exceptional learners within the context of their giftedness, including asynchronous development. Common patterns in cognitive IQ scores and differences in various domains for twice-exceptional learners, as well as the implications of these learning profiles, are explored. Ideas for utilizing strengths-based strategies to support 2e learners are provided. Other social and emotional considerations that are important for parents, such as perfectionism, heightened emotional sensitivity, and underachievement, are also included.
