Case Report on Twice Exceptional Paradox: Unravelling the Potential and Challenges of Children With Neurodevelopmental Disorders and Cognitive Giftedness in Malaysia

• Published in: Learning Disabilities
• Main Author: Huey L.S.; Anne S.J.; Ramlee F.; Mun C.K.; Ching A.N.C.
• Format: Article
• Language: English
• Published: Learning Disabilities Worldwide 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85214369377&partnerID=40&md5=731cb36c2b67ca198f998fe23ffafa05

Twice-exceptional individuals experience learning and psychosocial challenges resulting from the discrepancies between their cognitive and social-emotional development. This case report illustrates the learning and psychosocial faced by a child and an adolescent who possess both neurodevelopmental disorders and intellectual giftedness, and the clinical difficulties encountered when assessing them. Psychological and cognitive assessments were instrumental in identifying the unique strengths and learning disabilities of these individuals. The parents received psychoedu-cation, and a strength-based approach involving them led to improved mood and functioning at home and school. By detailing the clinical challenges in assessment and the effectiveness of strength-based interventions, this study provides valuable insights into addressing the complex learning and educational needs of twice-exceptional children and adolescents in Malaysia. The findings emphasize the urgent need for comprehensive assessments and tailored interventions to support this population, whose potential is often hindered by unaddressed learning challenges. Additionally, the paper calls attention to gaps in current services and policies, advocating for improvements that can better support twice-exceptional learners in achieving their full potential. © by LDW 2024.