Abstract
The paper focuses on the gifted children who are referred to as pupils with dual exceptionality. These are children who have been diagnosed as gifted by pedagogical-psychological counsellors and at the same time have another diagnosis.
Most often these are specific learning disabilities, behaviour or autistic spectrum disorders. Our goal is to outline how these children may act, and why it is so difficult to identify them as gifted.
Also, we give several recommendations based on our research and experience that may help teachers in practice. We conducted a questionnaire survey among parents of these children and also among teachers.
The results provide a comprehensive picture of what obstacles both sides face in the education of this group of children. As part of the questionnaire survey, we try to find their opinions on what could contribute to the improvement of the education of these children and what positive experiences from the school environment they have.