Our twice-exceptional (2e) children—those remarkable individuals who navigate both giftedness and learning challenges—are beacons of untapped potential in a world desperately in need of innovative thinkers and problem-solvers. Yet, as we examine our current educational systems and societal structures, an uncomfortable truth emerges: we have fallen short in meeting the unique needs of these extraordinary children.
The tragedy lies in how we perceive these children. Too often, they are viewed through a fragmented lens, recognizing either their giftedness or their learning challenges, but rarely both simultaneously. However, emerging research supports the idea that these children are not disabled but are, in fact, gifted and uncultivated. Their struggles often stem from an educational system that fails to meet their unique learning needs, particularly their ability to learn somatically and cognitively.
The Overlooked Dimension: Spatial Giftedness
Among the many forms of giftedness that 2e children possess, spatial intelligence is often the most overlooked and misunderstood. Dr. Linda Silverman, a leading expert in gifted education, has extensively studied spatial intelligence and its critical role in cognitive development. Silverman’s research highlights how children with high spatial abilities often struggle in traditional educational settings that emphasize two-dimensional (2D) learning—such as reading and writing on flat surfaces—over more complex, three-dimensional (3D) understanding.
These children perceive and process the world in multiple dimensions, often thinking in images rather than words. Their heightened sensitivity provides them with a vast array of inputs, enabling them to model and understand concepts in 3D or even more complex dimensions. However, when forced to learn in a 2D environment, they struggle—not because they lack ability, but because their brains are wired to understand and manipulate information in richer, more dynamic ways.
Silverman’s work has shown that many highly gifted individuals, particularly those with spatial strengths, excel in fields like engineering, architecture, and the visual arts—areas that require advanced spatial reasoning and the ability to visualize and manipulate objects in space. Yet, our educational systems, with their focus on linear, sequential learning, fail to cultivate these abilities. Instead of nurturing their spatial talents, these systems often leave such children feeling misunderstood and unsupported.
Infracognition: Unlocking the Body's Hidden Intelligence
Adding a new layer of understanding to the exceptional abilities of 2e children is the concept of infracognition—a form of intelligence that operates beneath the level of conscious thought, deeply connected to the body’s sensory and emotional experiences. Infracognition allows 2e children to use their emotions as a bridge, transferring pattern recognition, past memories, and subconscious data into conscious cognition. This process opens up an entirely new way of seeing and understanding our body intelligence.
Research in neuroscience, such as the work of Antonio Damasio, underscores the importance of emotions in decision-making and cognition. Damasio’s somatic marker hypothesis suggests that bodily responses, often driven by emotions, play a critical role in guiding our cognitive processes. In the context of infracognition, these emotional responses serve as markers that help 2e children navigate complex information, allowing them to integrate somatic and cognitive learning in a way that is unique to their experience.
For instance, when a 2e child encounters a new problem, their infracognitive processes draw upon a rich reservoir of past experiences and patterns stored subconsciously. Emotions act as the conduit for this information, bringing relevant memories and insights into the child’s conscious awareness. This allows them to make connections and solve problems in ways that might seem unconventional or even impossible from a purely logical perspective.
Infracognition challenges the traditional view of intelligence by highlighting the role of the body in thinking and learning. It recognizes that cognitive processes are not isolated in the brain but are deeply intertwined with the body’s sensory and emotional experiences. This understanding is particularly crucial for 2e children, whose heightened sensitivity means that their bodies are constantly absorbing and processing vast amounts of information from their environment.
The Systemic Failure of Traditional Education
Our current education system, with its relentless focus on standardized testing and uniform curricula, completely misses the mark for 2e children. It fails to nurture the asynchronous development that characterizes these individuals, neglecting to support their strengths while attempting to remediate their challenges. Studies have shown that traditional education often stifles creativity and divergent thinking—key traits of gifted individuals—by prioritizing conformity and rote learning.
This systemic failure is particularly evident in how spatial and somatic learning are overlooked. Howard Gardner’s theory of multiple intelligences, which includes spatial and bodily-kinesthetic intelligence, argues that physical engagement and hands-on learning are crucial for many children’s cognitive development. Yet, our education system largely neglects these modes of learning, especially for 2e children who process information through movement, sensation, and spatial reasoning.
Reimagining Education for 2e Children
To move forward, we must completely reimagine how we support and nurture our 2e children. This begins with a paradigm shift in how we identify and assess them. Research by Linda Silverman emphasizes the importance of recognizing the dual exceptionalities of 2e children and tailoring educational approaches to meet both their cognitive and emotional needs. Silverman’s work highlights the need for more nuanced assessment tools that can capture both the gifts and challenges of these children, creating individualized learning profiles that honor their whole being.
Integrating Spatial, Somatic, and Infracognitive Learning
Education must evolve to integrate spatial, somatic, and infracognitive learning into its core practices. Studies on embodied cognition suggest that our cognitive processes are deeply rooted in our physical interactions with the world. For 2e children, incorporating movement, hands-on experiences, and 3D spatial learning into daily education is not just beneficial—it’s essential.
Moreover, recognizing and cultivating infracognition can transform how we approach education for 2e children. By validating the role of emotions and the body in learning, educators can create environments that support the holistic development of these children. Tools like 3D modeling, virtual reality, and other technologies that engage spatial and somatic intelligences can be integrated with strategies that harness infracognitive processes, making learning more meaningful and aligned with how these children naturally process and understand the world.
The Role of Parents and Advocacy
Parents play a crucial role in this transformation. They are the primary advocates for their 2e children, and their involvement is key to creating a world that recognizes and nurtures the full potential of these extraordinary individuals. Parental advocacy, informed by an understanding of the latest research and best practices, is essential for pushing educational systems to adapt to the needs of 2e learners.
The Future We Face
The future we face is one that will require innovative thinking, creative problem-solving, and the ability to see connections where others see only chaos. Our 2e children, with their unique cognitive profiles, heightened emotions, and intense creativity, are perfectly positioned to become the leaders, innovators, and change-makers of tomorrow—if we give them the support they need today.
By meeting the needs of our 2e children, we’re not just investing in their individual futures; we’re investing in the future of our world. These children have the potential to solve the grand challenges of our time—from climate change to global health crises, from social inequalities to technological ethics.
Every moment we wait is a moment of lost potential. The time to act is now. Our 2e children—and our future—are counting on us. Together, we can create a world where twice-exceptional isn’t just accepted—it’s celebrated, nurtured, and unleashed to change the world.
References:
Twice-Exceptional (2e) Children:
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). “Twice-exceptional learners: Who needs to know what?” Gifted Child Quarterly, 55(3), 259–271. doi:10.1177/0016986211418107
Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more. Prufrock Press Inc.
Spatial Giftedness:
Silverman, L. K. (2002). Upside-Down Brilliance: The Visual-Spatial Learner. Denver: DeLeon Publishing.
Lohman, D. F., & Korb, K. A. (2006). “Gifted today but not tomorrow? Longitudinal changes in ITBS and CogAT scores during elementary school.” Journal for the Education of the Gifted, 29(4), 451–484. doi:10.4219/jeg-2006–247
Somatic Intelligence:
Damasio, A. (1994). Descartes’ Error: Emotion, Reason, and the Human Brain. New York: G.P. Putnam’s Sons.
Barrett, L. F. (2017). How Emotions Are Made: The Secret Life of the Brain. Boston: Houghton Mifflin Harcourt.
Skinner, L. (2024). "Infracognition: A New Kind Of Cognition Infracognition." Gifted ND, Inc.. T https://www.giftednd.com/post/novel-theory-a-new-kind-of-cognition-infracognition
Systemic Failure in Traditional Education:
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Robinson, K. (2006). “Do schools kill creativity?” TED Talks. Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Embodied Cognition:
Wilson, M. (2002). “Six views of embodied cognition.” Psychonomic Bulletin & Review, 9(4), 625–636. doi:10.3758/BF03196322
Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.
Parental Advocacy for 2e Learners:
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.). (2002). The Social and Emotional Development of Gifted Children: What Do We Know? Waco, TX: Prufrock Press.
Webb, J. T., Gore, J. L., Amend, E. R., & DeVries, A. R. (2007). A Parent’s Guide to Gifted Children. Scottsdale, AZ: Great Potential Press.
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