These tests, by their very nature and structure, measure a limited range of mental abilities. Because of such limitations, they have not been particularly helpful in identifying people with disabilities who are intellectually or otherwise gifted. However, people with disabilities such as cerebral palsy, learning disabilities, emotional and behavior disorder, and other disabling conditions can be gifted. Helen Keller, Vincent van Gogh, and Ludwig van Beethoven are prime examples of individuals who were also gifted. Some theorists and practitioners suggest that as many as 2 percent of individuals with disabilities are achieve
In this context, the twice exceptional are individuals with outstanding ability or potential who achieve high performance despite a physical, emotional, learning, or chronicals with disabilities who are gifted, much progress has been made.
Unfortunately, the giftedness of children with disabilities is often invisible to parents and teacher. Factor critical to the recognition of giftedness include environments that elicit signs of talent and capacity, and availability of information about the individual’s performance gathered from many sources. With regard to these eliciting environments, it is important that children be given opportunities to perform tasks on which their disabling condition is on impediment. Also, if and when tests of mental ability are used, they must be appropriately adapted, both in administration and scoring. Furthermore, the identification screening should occur at regular intervals. Some children with disabilities change dramatically with appropriate instruction and related assistive technologies. The developmental delays present in children with disabilities and the disabilities themselves pose the greatest challenges to identification efforts.
Differential education for children with disabilities who are gifted is still in its infancy. A great deal of progress has been made, particularly in the adaptive uses of computers and related technologies, but much remains to be done. Additionally, a great deal is still unknown about the service delivery systems and materials that are best suited for these individuals. One of the best approaches parents and teachers can take with gifted children and youth with disabilities is fostering self-confidence, independence, and a sense of personals efficacy—I have what it takes to learn, to succeed, to manage my life, and to realize success.