In both regular and special schools, there are personalized interest programs to meet the specific needs of students with some type of disorder. But what happens if these children are highly capable? This is known as a double exception. A certain stigma attached to gifted students has created in the collective imagination the idea that they have no difficulties performing in school. It is precisely these tangible difficulties that make the true potential of these children invisible in certain areas.
If the discovery of high abilities is already complex in itself, when it is accompanied by delays at the motor level, and a lack of reading, writing or attention problems, family and educational settings tend to focus on addressing these difficulties. In addition, it is common for efforts in schools to be devoted to ensuring that all students reach minimum required levels, not to maximizing each individual’s abilities. The most immediate consequence of doubly exceptional children is poor academic results, as well as frustration with the limited development of their abilities.
between necessity and promotion
The education system offers separate solutions for gifted children and those with a learning disorder. For example, for high-ability students, acceleration strategies are implemented, by advancing the school year or modifying the curriculum to enhance their abilities and interests.
On the other hand, double exception is a property that is difficult to detect and for which there are no specific methodologies. Instead of supporting doubly exceptional children in the development of their high potentials as happens with other students, the educational centers focus on resolving the shortcomings arising from their disorders, which end up becoming a double difficulty for them.
Read also
related disorders
The double exception may be the coincidence of high abilities with cognitive difficulties. However, the most common is compatibility with learning-related disorders. In any case, in order for children to know their potential, it is necessary to obtain psychological help for the diagnosis in the first place, and to address the aspects that may affect their emotional balance.
Children who are gifted and have a specific learning disorder (SLD), such as dyslexia or dyscalculia, have difficulty developing certain academic competencies. They are usually present in students who, for example, have a large vocabulary, but have difficulty identifying or spelling words. Something similar happens with students with high abilities and autism spectrum disorder (ASD), because in this case, their high ability to communicate and interpersonal relationships outweigh the difficulties they face.
As for children with attention deficit hyperactivity disorder (ADHD), they have great difficulties when it comes to assuming certain standards of behavior in educational settings, and their attention problems also tend to be exacerbated by a lack of motivation.
“Beeraholic. Friend of animals everywhere. Evil web scholar. Zombie maven.”