Multiple Exceptionalities and the National Academy for Gifted and Talented Youth: Current Members’ Profiles

Within the UK definitions of high ability have historically not been inclusive of students with both potential and actual achievement. Despite recent guidelines, England still lags behind in its inclusive agenda.

Students with multiple exceptionalities may underachieve and fail to be identified in the top 5% of academically able pupils. Methods of identification may be difficult for children with learning difficulties. Such evidence requires modes of self-expression, such as writing, that may present difficulties.

This paper examines the extent to which student members of NAGTY with multiple and dual exceptionalities are represented. Consideration is given to their social origins and means of identification. The paper concludes by recommending research that will deepen our understanding of able children with potential difficulties.