Dual Exceptionalities

Sometimes children who are intellectually gifted also have other issues which impact upon their learning. These might include having ADHD, Asperger’s Syndrome and Learning Difficulties to name only three. Identifying these 'dual diagnoses' is complex as often those who specialise in the diagnosis of one (eg ADHD) rarely have knowledge of gifted children. An assessment to determine whether the child is intellectually gifted as well as assessments to confirm, for example ADHD, will be necessary. 

Gifted and ADHD children

Although limited research is available approximately 9 – 10% of gifted children have been identified as having ADHD. ADHD is much more common in boys; ratios quoted ranging from 2:1 to 10:1. The typical age of onset is between 4 and 7 years. According to Flint (2001), "Though high intelligence can help the Gifted ADHD child overcome some of the challenges of ADHD over his or her lifetime, it does so only to the extent that it allows the child to compensate to the point of seeming average" (p 64).

Gifted and Asperger’s Syndrome children

Asperger's Syndrome is a Pervasive Developmental Disorder. It is characterised by social and behavioural deficits without significant language, cognitive or adaptive functioning deficits. Its prevalence is estimated to be about 36 in 10,000 and it is four times more common in boys than girls. Although Asperger suggested that his syndrome was more likely to be observed in children of high intelligence and special abilities, this percentage is actually quite small. The prevalence of Asperger’s Syndrome in the gifted population, "may have contributed to the mythological stereotype of the socially impaired gifted child" (Henderson 2001, p 29).

Gifted and Learning Disabled children

The Gifted Learning Disabled student exhibits talents or strengths in some areas and significant weaknesses in others. They usually possess well above average ability in specific area(s); show a creative approach in specific situations but have identified deficits in learning processes. These deficits may be in reading, spelling and writing. These areas will be below, or well below, the average expected for their grade or age. Their difficulties hide their superior intellectual potential and their giftedness is not attended to.