Dual-Exceptionality among Students: A Review of the Crucial but Hidden Phenomenon

Abstract

In the present scenario of an inclusive environment, the focus is mainly on providing equal education to all students despite special needs. In other words, inclusive education is the need of time. This study deals with the hidden phenomenon of a student who, on the one hand, has a kind of disability, on the other hand, possesses Giftedness. However, the masking effect of either disability or Giftedness keeps this phenomenon hidden from parents, teachers, and even students themselves. This hidden phenomenon, popularly known as dual-exceptionality, is not considered crucial in most schools, which becomes an obstacle to the academic and overall growth of those students who are not exactly like their peers. The present study helps to understand the concept of dual exceptionality and its impact on the learning process by providing an insight for researchers to draw conclusions regarding the presence of dual exceptionality, its impact on learners, and even on teaching. The findings lead to suggestions that such factors should be considered in pedagogy, and researchers, pedagogues, special educators and planners should take into account the factor of twice or dual exceptionality and ulitise for better educational outcomes. It is quite likely that the teachers need to be further trained so that they can handle inclusive classrooms effectively by employing differentiated instruction.