Students with disabilities may also be gifted and talented. Identification of these students is problematic. Their disability often masks their gift, and conversely, they may use their gifts to compensate for their disability. This may cause both exceptionalities to appear less extreme. In addition, the frustrations associated with unidentified strengths and disabilities may result in behavioral and social/emotional issues. In order for these children to reach their potential, it is essential that their intellectual strengths be recognized and nurtured, at the same time as their disability is appropriately accommodated. WRPS school personnel will work together to identify gifts and disabilities and provide services for both, so that students may reach their full potential.
Appropriate Identification School personnel need to be sensitive to clues that seem to reveal contradictions in abilities.
Possible examples are:
These types of contradictions may be indicators of possible twice exceptionality worth further investigation. Educators who suspect a student may be twice exceptional should contact a school psychologist to conduct a comprehensive evaluation in order to make an accurate diagnosis.