Resources, Misalignment, and Regulatory Burden: A Systemic Framework for Twice-Exceptionality

Twice-exceptional (2e) learners show high ability alongside an identified disability and/or mental health concern. Although advances have been made in supporting these learners, a breakthrough remains lacking. Even successful measures may have limited effects when introduced separately and not connected across settings and over time. We use the Educational and Learning Capital Approach and the Actiotope Model of Giftedness to examine how available resources work together in everyday learning. A learner may receive considerable support and still have to invest substantial additional effort simply to participate. This occurs when the learner's capacities and the provisions of the educational environment do not fit well enough. We refer to this cost as regulatory burden. The paper discusses implications for assessment and educational practice. In particular, we propose individualized systemic development plans that coordinate resources and reduce the need for constant ad hoc regulation.