Giftedness and double exceptionality: identification, support and development

Abstract

Introduction: intellectual giftedness and twice exceptionality (2e) are complex phenomena that require a deep understanding for their effective identification and support. Giftedness is defined by exceptional cognitive abilities, creativity, and task commitment, while twice exceptionality combines these high abilities with disabilities such as ADHD, ASD, or dyslexia. These conditions present unique challenges due to asynchronous development, where strengths can mask difficulties, or vice versa, complicating their diagnosis and support.
Development: Iidentifying giftedness and 2e requires multidimensional approaches, including IQ testing, qualitative assessments, and behavioral observation. Current theoretical models, such as those of Renzulli and Gagné, highlight the importance of cognitive, emotional, and environmental factors. Gifted individuals display characteristics such as high verbal ability, critical thinking, and emotional sensitivity, while 2e individuals present uneven profiles with "peaks" of ability and "valleys" of difficulty. Diagnostic challenges include mutual masking of exceptionalities and a lack of teacher training. Educational strategies must be differentiated, combining academic acceleration, curricular enrichment, and psychological support to address perfectionism, anxiety, and social skills. For 2e children, a strengths-based approach, individualized adaptations, and development of executive functions are crucial.
Conclusions: giftedness and twice exceptionality require a holistic approach that integrates early identification, personalized interventions, and collaboration between educators, families, and professionals. Adequate support enables these individuals to reach their potential and contribute meaningfully to society.