Twice exceptional: gifted and neurodevelopmental disorders. Prevalence in ecuadorian schoolchildren
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Abstract
INTRODUCTION: Twice exceptionality refers to the presence of two different educational needs, giftedness and the presentation, together with this condition, of one or more neurodevelopmental disorders, such as attention deficit hyperactivity disorder (ADHD) or difficulties specific to learning. It is difficult to recognize this population because many times the associated educational need is addressed and not giftedness. OBJECTIVE: To establish the prevalence of the twice exceptionality giftedness-dyslexia, giftedness-dyscalculia, giftedness-dysorthography and giftedness-ADHD, in a random and probabilistic sample of Ecuadorian children. METHOD: This is a descriptive, cross-sectional study with the participation of 628 fourth graders and 658 sixth graders of basic general education. RESULTS: A prevalence of giftedness-dyslexia was: 17.8 %, giftedness-dyscalculia, 18 %, giftedness-dysorthography, 7.1 % and giftedness-ADHD, 10.4 %. The analysis showed predominance in the male sex. DISCUSSION AND CONCLUSIONS: These percentages allowed estimating and characterizing this population that has been little addressed. The results show the presence of this duality in Ecuadorian school classrooms, a situation that should generate the deployment of psychoeducational responses that attend to the integrality of their derived needs.
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