DOUBLE EXCEPTIONALITY IN THE SCHOOL CONTEXT: CHALLENGES, RECOGNITION AND POSSIBILITIES OF PEDAGOGICAL INTERVENTION

Abstract

Double exceptionality refers to individuals who simultaneously present high abilities/giftedness and some developmental disorder, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) or specific learning difficulties. In the school context, these students often face difficulties both in being identified and in having their educational needs properly met. This article aims to discuss the main challenges faced by schools in recognizing double exceptionality, as well as to present possibilities for inclusive pedagogical intervention. This is a qualitative research, based on a review of recent literature, which highlights the importance of teacher training, multidisciplinary assessment and differentiated pedagogical practices. It is concluded that the construction of an inclusive school environment that responds to the singularities of these students depends on the collaborative engagement between school, family and specialized professionals.