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In the 80`s a new concept emerges in education -Twice Exceptionality- that refers to a paradox between a high ability and difficulty that impacts the development and learning of children and youngsters.This article presents a review of the main theoretical contributions in this field. The goal of this article is to contribute to the understanding of this subject, which has not been addressed in the Latin American context in the way  professionals linked to the educational field can consider and incorporate it to their pedagogical practices. A systematic search was conducted in several electronic databases and specialized journals in the field of giftedness, identifying cognitive and socio-affective variables based on the dual conditions of high ability with attention deficit disorder and high ability with autistic spectrum disorder. In addition, aspects related to the identification and educational supports were incorporated. The main research findings are related to the complexities for understanding both dual conditions, as well as the need for comprehensive identification and intervention processes that can recognize the unique characteristics for each condition. The main challenges are commented and discussed for identification and intervention purposes. The aspects that require further research are considered to make progress in the study of this subject. It is the responsibility of the education professionals to make visible and address the needs of this group of students who live with personal and social incomprehension in educational environments that do not recognize them and their characteristics.

revista educación

Aportes a la comprensión de la doble excepcionalidad: Alta capacidad con trastorno por déficit de atención y alta capacidad con trastorno del espectro autista