La desconocida doble excepcionalidad en alumnado con discapacidad visual

Abstract

The inadequate measures to respond to the educational needs of schoolchildren with high intellectual potential are even more unfair when they are not provided equally to exceptional minds found among pupils with physical or sensory functional diversities, which do not limit their cognitive, artistic or creative capacity. This situation is called twice exceptional. This analysis will focus on the low identification of exceptional ability in people with visual impairment and, therefore, on the lack of measures and resources for addressing their potential in Spain during compulsory education. All pupils in mainstream education who are visually impaired should be screened using the same indications and filters as other young people without these needs, and then their intellectual, creative and artistic potential should be catered for. Based on the national situation regarding twice exceptionality, it is concluded that the application of protocolised detection of exceptional ability and psycho-pedagogical assessments must be extended to all pupils likely to show high intellectual potential, giving specific coverage to all compatible special needs, and should be expressly mentioned in all national and regional legal regulations, ensuring the systematisation of their identification with duly adapted tests that are scientifically valid and reliable. We must improve our knowledge and increase awareness of this twice-exceptional community, who must also be cared for, by providing decisive support for research by organisations and institutions, specialised teacher training in high intellectual abilities —including the educational care teams of the National Organisation for Spanish Blind persons— and resources to promote a fair scientific and pedagogical response.