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2e or not 2e? That is the question

Damojo

Has anyone got a 2e ("twice exceptional") diagnosis? That's a combination of neurodivergence and giftedness. If so, is giftedness the part of your diagnosis that your are most likely or least likely to admit to in public? (Reply, "I like bumble bees," if you are not going to admit to it.) How do you think it has impacted your life?

If you don't relate to giftedness, what is your take on it?

Here's a Venn diagram to get your creative juices flowing.

Parents

  • I'm finding it difficult to envisage when, how and why a clinician would diagnose 'giftedness'. They tend to diagnose problems or conditions that are conventionally interpreted as problematic (autism, ADHD, bipolar, dyspraxia etc.). I would have thought that giftedness would not be a problem and that it would be obvious to a layman and not need a clinician to point it out.

  • in reply to Martin
    Martin said:
    I'm finding it difficult to envisage when, how and why a clinician would diagnose 'giftedness'.

    Here's another scenario:

    A child in a class is disruptive. They get diagnosed with, say, AuDHD and ODD, or something like that (not necessarily all misdiagnoses). Did anyone think to ask if the child was just bored? Maybe they are lacking sufficient intellectual stimulation. Maybe everything is just too easy and they have so much extra time to waste that they fill it will doing things that are "inappropriate" in a classroom (talking, moving around, etc.). In this case, isn't the lack of acceptance and support for the child's above-average intellectual capacity a "problem"? They might be so distracted that they do poorly in tests and get labelled with a learning difficulty (which they may also have) because nobody thought to investigate further. Kind of like the way that many kids with dyslexia get written off, even though many have above-average intelligence.

Reply
  • in reply to Martin
    Martin said:
    I'm finding it difficult to envisage when, how and why a clinician would diagnose 'giftedness'.

    Here's another scenario:

    A child in a class is disruptive. They get diagnosed with, say, AuDHD and ODD, or something like that (not necessarily all misdiagnoses). Did anyone think to ask if the child was just bored? Maybe they are lacking sufficient intellectual stimulation. Maybe everything is just too easy and they have so much extra time to waste that they fill it will doing things that are "inappropriate" in a classroom (talking, moving around, etc.). In this case, isn't the lack of acceptance and support for the child's above-average intellectual capacity a "problem"? They might be so distracted that they do poorly in tests and get labelled with a learning difficulty (which they may also have) because nobody thought to investigate further. Kind of like the way that many kids with dyslexia get written off, even though many have above-average intelligence.

Children
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