Your child reads three years ahead but can't organize a backpack. They can explain quantum physics concepts but melt down over handwriting assignments. They ace verbal reasoning tests but struggle to follow multi-step directions in the classroom. You're not imagining it. Your child may be twice exceptional: both gifted and disabled. Twice exceptional (2e) students are among the most under-identified populations in schools. Their strengths mask their challenges. Their challenges mask their strengths. Schools see one or the other, rarely both. You end up with a child who's bored in class and failing at the same time. This article walks you through what twice exceptionality means, why these students slip through the cracks, how to get dual identification, and what educational services work for kids who need both challenge and support. What Twice Exceptional Means. Twice exceptional means a child qualifies as both gifted and disabled. They have above-average intellectual ability in one or more areas AND a diagnosed disability that impacts learning or daily functioning. The disability can be a learning disability (dyslexia, dyscalculia, dysgraphia), ADHD, autism, sensory processing disorder, anxiety, or a physical disability. The giftedness can show up in verbal reasoning, math, visual-spatial skills, creative thinking, or specific subject domains. A 2e student's giftedness and disability interact constantly. The child who can't write legibly by hand might compose complex stories verbally. The student who struggles with executive function might excel at abstract problem-solving. The child with autism might have encyclopedic knowledge of a narrow field. Schools aren't...

How to get dual identification and services when your child's gifts mask their disabilities, and their disabilities mask their gifts.

Twice Exceptional Students: When Your Child Is Both Gifted and Has a Disability

Your child reads three years ahead but can't organize a backpack. They can explain quantum physics concepts but melt down over handwriting assignments. They ace verbal reasoning tests but struggle to follow multi-step directions in the classroom. You're not imagining it. Your child may be twice exceptional: both gifted and disabled. Twice exceptional (2e) students are among the most under-identified populations in schools. Their strengths mask their challenges. Their challenges mask their strengths. Schools see one or the other, rarely both. You end up with a child who's bored in class and failing at the same time. This article walks you through what twice exceptionality means, why these students slip through the cracks, how to get dual identification, and what educational services work for kids who need both challenge and support. What Twice Exceptional Means. Twice exceptional means a child qualifies as both gifted and disabled. They have above-average intellectual ability in one or more areas AND a diagnosed disability that impacts learning or daily functioning. The disability can be a learning disability (dyslexia, dyscalculia, dysgraphia), ADHD, autism, sensory processing disorder, anxiety, or a physical disability. The giftedness can show up in verbal reasoning, math, visual-spatial skills, creative thinking, or specific subject domains. A 2e student's giftedness and disability interact constantly. The child who can't write legibly by hand might compose complex stories verbally. The student who struggles with executive function might excel at abstract problem-solving. The child with autism might have encyclopedic knowledge of a narrow field. Schools aren't...

How to get dual identification and services when your child's gifts mask their disabilities, and their disabilities mask their gifts.

You're filling out the application, and there it is: the voluntary self-identification form asking if you have a disability. Or you're sitting in an interview, and the hiring manager asks if there's anything that would prevent you from performing the job. Or you got the offer, and now you're wondering if you need to mention your condition before you start. The disclosure question isn't one question. It's a dozen questions wrapped in anxiety: Will I lose the offer? Will I be treated differently? Do I have to tell them my diagnosis? What if I need accommodations later? Here's what matters: you have more control over this decision than you think. Disclosure isn't a confession. It's a strategic choice, and the law gives you clear boundaries about what employers can and cannot ask. Understanding those boundaries changes the entire conversation. What Employers Can and Cannot Ask (and When). The Americans with Disabilities Act draws a hard line at the job offer. Before an offer, employers cannot ask if you have a disability, period. They can ask if you're able to perform the essential functions of the job, with or without accommodation. That's it. After you have a written offer, the rules shift. At that point, an employer can ask about disability if they ask every new hire in the same job category the same questions. They still can't rescind the offer based on disability unless they can prove the disability prevents you from doing the job even with reasonable accommodation, or...

Strategic guide to navigating disability disclosure — when it's required, what employers can ask, and how to frame it to get accommodations.

Disability Disclosure at Work: When to Tell, What to Say, and How to Protect Yourself

You're filling out the application, and there it is: the voluntary self-identification form asking if you have a disability. Or you're sitting in an interview, and the hiring manager asks if there's anything that would prevent you from performing the job. Or you got the offer, and now you're wondering if you need to mention your condition before you start. The disclosure question isn't one question. It's a dozen questions wrapped in anxiety: Will I lose the offer? Will I be treated differently? Do I have to tell them my diagnosis? What if I need accommodations later? Here's what matters: you have more control over this decision than you think. Disclosure isn't a confession. It's a strategic choice, and the law gives you clear boundaries about what employers can and cannot ask. Understanding those boundaries changes the entire conversation. What Employers Can and Cannot Ask (and When). The Americans with Disabilities Act draws a hard line at the job offer. Before an offer, employers cannot ask if you have a disability, period. They can ask if you're able to perform the essential functions of the job, with or without accommodation. That's it. After you have a written offer, the rules shift. At that point, an employer can ask about disability if they ask every new hire in the same job category the same questions. They still can't rescind the offer based on disability unless they can prove the disability prevents you from doing the job even with reasonable accommodation, or...

If you've ever clicked through a school IEP portal that won't speak your child's progress report aloud, or tried to navigate a healthcare patient portal that collapses under keyboard navigation, you've run into a system built without you in mind. Federal rules finalized in 2024 are about to change that. The Department of Justice announced final regulations requiring state and local government entities to meet Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards by April 2026 for large jurisdictions and April 2027 for smaller ones. This includes school district websites, IEP portals, patient portals at public hospitals, and telehealth platforms used by government-funded healthcare providers. For parents of children with disabilities, this isn't abstract compliance language. It's the difference between accessing your child's IEP documents independently or asking someone else to read them to you. It's the difference between scheduling therapy appointments online or making phone calls during work hours because the portal won't cooperate with assistive technology. What WCAG 2.1 Compliance Means. WCAG 2.1 Level AA sets technical standards for web accessibility. Compliant portals must provide: Alt text for images and graphics, so screen readers can describe visual content Keyboard navigation, allowing users to access all functions without a mouse Screen reader compatibility, ensuring assistive technology can interpret and announce page content Color contrast ratios that meet minimum readability standards for users with low vision Resizable text that doesn't break layouts when users increase font size Error identification and correction suggestions,...

Federal rules mandate WCAG 2.1 compliance for school and patient portals by 2026. What changes and how to report violations.

The 2026 Digital Accessibility Deadline: What Parents Need to Know About School and Healthcare Portals

If you've ever clicked through a school IEP portal that won't speak your child's progress report aloud, or tried to navigate a healthcare patient portal that collapses under keyboard navigation, you've run into a system built without you in mind. Federal rules finalized in 2024 are about to change that. The Department of Justice announced final regulations requiring state and local government entities to meet Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards by April 2026 for large jurisdictions and April 2027 for smaller ones. This includes school district websites, IEP portals, patient portals at public hospitals, and telehealth platforms used by government-funded healthcare providers. For parents of children with disabilities, this isn't abstract compliance language. It's the difference between accessing your child's IEP documents independently or asking someone else to read them to you. It's the difference between scheduling therapy appointments online or making phone calls during work hours because the portal won't cooperate with assistive technology. What WCAG 2.1 Compliance Means. WCAG 2.1 Level AA sets technical standards for web accessibility. Compliant portals must provide:   Alt text for images and graphics, so screen readers can describe visual content  Keyboard navigation, allowing users to access all functions without a mouse  Screen reader compatibility, ensuring assistive technology can interpret and announce page content  Color contrast ratios that meet minimum readability standards for users with low vision  Resizable text that doesn't break layouts when users increase font size  Error identification and correction suggestions,...

You walk into an IEP meeting prepared to advocate for your child. The team thanks you for coming, presents their plan, and slides the signature page across the table. Someone says "we think this is the best approach" before you've said a word about what you think. That moment is where advocacy begins, and it's also where many parents lose their footing. IEP advocacy isn't about being combative. It's about understanding that your participation is a federal right under IDEA, not a courtesy extended by the school. You have specific protections, specific tools, and specific options when the team's plan doesn't match what your child needs. This guide covers what those are and how to use them. Your Legal Rights at IEP Meetings. IDEA, the Individuals with Disabilities Education Act, guarantees parents the right to participate as equal members of the IEP team. That means more than sitting at the table. It means your input carries the same weight as any educator's input, and the team must consider your concerns before finalizing the plan. You have the right to: Request an IEP meeting at any time, not just during the annual review Bring anyone you want: an advocate, a family member, a friend who understands your child's needs Review all evaluation data and reports before the meeting Request an independent educational evaluation (IEE) if you disagree with the school's evaluation Receive prior written notice any time the school proposes or refuses to change your child's identification, evaluation, placement, or...

Parent guide to IEP meetings: rights, preparation, what to bring, how to respond when the team disagrees, and documentation.

The Complete Guide to IEP Advocacy: How to Prepare, What to Say, and When to Push Back

You walk into an IEP meeting prepared to advocate for your child. The team thanks you for coming, presents their plan, and slides the signature page across the table. Someone says "we think this is the best approach" before you've said a word about what you think. That moment is where advocacy begins, and it's also where many parents lose their footing. IEP advocacy isn't about being combative. It's about understanding that your participation is a federal right under IDEA, not a courtesy extended by the school. You have specific protections, specific tools, and specific options when the team's plan doesn't match what your child needs. This guide covers what those are and how to use them. Your Legal Rights at IEP Meetings. IDEA, the Individuals with Disabilities Education Act, guarantees parents the right to participate as equal members of the IEP team. That means more than sitting at the table. It means your input carries the same weight as any educator's input, and the team must consider your concerns before finalizing the plan. You have the right to:  Request an IEP meeting at any time, not just during the annual review Bring anyone you want: an advocate, a family member, a friend who understands your child's needs Review all evaluation data and reports before the meeting Request an independent educational evaluation (IEE) if you disagree with the school's evaluation Receive prior written notice any time the school proposes or refuses to change your child's identification, evaluation, placement, or...

All About Me Storybook is one of the latest apps developed by I Get It, LLC, who creates educational applications for iPhone, iPad, and iPod Touch. The storybook is a part of their Identification Series, which helps support individuals to learn their personal information. All About Me Storybook allows the user to create a profile, which includes: Names Birthday Phone number Family members Pets Friends Favorite things School Computer Things I Like Places I Like Each topic includes a place to insert a picture, and the user can change the subtitle to personalize the text that goes along with the picture — the app also includes a feature to allow users to add audio to each page. After entering the information, the user clicks "Read," and all the information is presented in a story-like fashion. The design of All About Me Storybook is extremely user-friendly, and children will love helping their parents choose pictures and text for their personal book. Additionally, instead of adding words to each picture, you can put lines in the text boxes to allow your child to practice recalling the information from memory. New features include: Multi-user feature Each category of personal information becomes a book chapter Each chapter allows you to add or remove pages Pages can be hidden to work on specific information A lock feature prevents children from deleting information A wonderful aspect of All About Me Storybook is your ability to...

All About Me Storybook, an educational app by I Get It, LLC, helps kids learn personal info through a customizable storybook for $2.99.

Special Needs App of the Day: All About Me Storybook

      All About Me Storybook is one of the latest apps developed by I Get It, LLC, who creates educational applications for iPhone, iPad, and iPod Touch. The storybook is a part of their Identification Series, which helps support individuals to learn their personal information. All About Me Storybook allows the user to create a profile, which includes:   Names Birthday Phone number Family members Pets Friends Favorite things School Computer Things I Like Places I Like  Each topic includes a place to insert a picture, and the user can change the subtitle to personalize the text that goes along with the picture — the app also includes a feature to allow users to add audio to each page. After entering the information, the user clicks "Read," and all the information is presented in a story-like fashion. The design of All About Me Storybook is extremely user-friendly, and children will love helping their parents choose pictures and text for their personal book. Additionally, instead of adding words to each picture, you can put lines in the text boxes to allow your child to practice recalling the information from memory. New features include:  Multi-user feature Each category of personal information becomes a book chapter Each chapter allows you to add or remove pages Pages can be hidden to work on specific information A lock feature prevents children from deleting information  A wonderful aspect of All About Me Storybook is your ability to...

This year, more children will be diagnosed with autism spectrum disorders (ASD) than with childhood cancer, diabetes, and pediatric AIDS combined. There is good news, however, according to Dr. Barbara Firestone, President & CEO of The Help Group, a non-profit organization dedicated to serving children with a wide range of special needs. “Research is already showing promise in the area of early identification and early intervention,” she says, “with current research revealing that autism can now be reliably detected as early as 18 months and intensive early intervention can result in significant positive outcomes for many children some of the early warning signs are recognizable within the first year of life.” However, whereas the research is off to a running start and awareness is improving, there is a serious and immediate need for some help. Families who suspect their child may be developing differently or who have just been diagnosed with an autism spectrum disorder often times feel alone, confused, and unsure of where to turn. They now live in a world where their family is “different,” with special requirements that can many times make it difficult to fully integrate into their social group, further perpetuating feelings of isolation. Granted there are support groups for parents and siblings of children with autism, but not yet as many as needed to meet the growing need, and Dr. Firestone has taken it upon herself to try to provide a sense of community, support and hope for families across the country in...

More kids get ASD than cancer, diabetes & AIDS combined. Early detection/intervention is key; support is vital to fight stigma.

Taming the Stigma of Autism

This year, more children will be diagnosed with autism spectrum disorders (ASD) than with childhood cancer, diabetes, and pediatric AIDS combined.  There is good news, however, according to Dr. Barbara Firestone, President & CEO of The Help Group, a non-profit organization dedicated to serving children with a wide range of special needs. “Research is already showing promise in the area of early identification and early intervention,” she says, “with current research revealing that autism can now be reliably detected as early as 18 months and intensive early intervention can result in significant positive outcomes for many children some of the early warning signs are recognizable within the first year of life.” However, whereas the research is off to a running start and awareness is improving, there is a serious and immediate need for some help. Families who suspect their child may be developing differently or who have just been diagnosed with an autism spectrum disorder often times feel alone, confused, and unsure of where to turn. They now live in a world where their family is “different,” with special requirements that can many times make it difficult to fully integrate into their social group, further perpetuating feelings of isolation. Granted there are support groups for parents and siblings of children with autism, but not yet as many as needed to meet the growing need, and Dr. Firestone has taken it upon herself to try to provide a sense of community, support and hope for families across the country in...

"The sadness experienced in school stays with you forever. Early wounds may heal, but the scars are a constant reminder of a painful experience with the traditional method of learning." So says Joan Esposito, president and founder of Santa Barbara's Dyslexia Awareness & Resource Center. Joan and her husband, Leslie Esposito, started the non-profit group at 928 Carpinteria Street in 1990. As stereotypes die hard, Joan Esposito's journey to her present persona is peppered with unhappiness. Today, she passionately works to help others read, saddened only by the lateness of her purpose. "I learned the hard way, at 44, that you can attain anything through education, but without it, you can't go anywhere." Born in Liverpool, England during the Nazi blitz, Joan suffered through the British school system of the 1940s and '50s with undiagnosed dyslexia. Her difficulties with spelling, multiplication and reading were blamed on her traumatic birth and stressful early years. It wasn't until she sought help at Santa Barbara City College that she understood her perception problems and learned to read. ...A neat and tidy girl "I knew something was wrong with me and that I wasn't stupid. I had intelligent parents and siblings. But I couldn't get the identification of letters in sequence...what you call decoding. No matter how hard I tried, I couldn't do it. Arithmetic was just as tough, especially the times tables. The ridicule of the other kids and the frustration of the teachers made school sheer torture." It is still...

Joan Esposito, once hindered by undiagnosed dyslexia, now aids others with reading through her Dyslexia Awareness & Resource Center.

The Right to Read

"The sadness experienced in school stays with you forever. Early wounds may heal, but the scars are a constant reminder of a painful experience with the traditional method of learning." So says Joan Esposito, president and founder of Santa Barbara's Dyslexia Awareness & Resource Center. Joan and her husband, Leslie Esposito, started the non-profit group at 928 Carpinteria Street in 1990. As stereotypes die hard, Joan Esposito's journey to her present persona is peppered with unhappiness. Today, she passionately works to help others read, saddened only by the lateness of her purpose. "I learned the hard way, at 44, that you can attain anything through education, but without it, you can't go anywhere." Born in Liverpool, England during the Nazi blitz, Joan suffered through the British school system of the 1940s and '50s with undiagnosed dyslexia. Her difficulties with spelling, multiplication and reading were blamed on her traumatic birth and stressful early years. It wasn't until she sought help at Santa Barbara City College that she understood her perception problems and learned to read.  ...A neat and tidy girl  "I knew something was wrong with me and that I wasn't stupid. I had intelligent parents and siblings. But I couldn't get the identification of letters in sequence...what you call decoding. No matter how hard I tried, I couldn't do it. Arithmetic was just as tough, especially the times tables. The ridicule of the other kids and the frustration of the teachers made school sheer torture." It is still...

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Articles

Twice Exceptional Students: When Your Child Is Both Gifted and Has a Disability

Disability Disclosure at Work: When to Tell, What to Say, and How to Protect Yourself

The 2026 Digital Accessibility Deadline: What Parents Need to Know About School and Healthcare Portals

The Complete Guide to IEP Advocacy: How to Prepare, What to Say, and When to Push Back

Special Needs App of the Day: All About Me Storybook

Taming the Stigma of Autism

The Right to Read

Find Providers Near You

Special Needs Articles

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