Dual exceptionality in dysarthric learners: challenges for inclusive, high-quality education

Abstract

Introduction: Twice-exceptionality (2e) is a paradoxical condition in which high intellectual ability converges with one or more specific educational support needs. This article addresses the support provided to students with this dual condition, specifically when the associated disability is dysarthria—a motor speech disorder that affects the production of speech sounds. The objective is to contribute to the understanding of, and the provision of support for, students who are twice-exceptional and have dysarthria. Materials and Methods: Based on a review of specialized literature, this study analyzes the theoretical foundations of twice-exceptionality, the specific characteristics of dysarthria as a communication disorder, and the challenges this population faces within Latin American educational systems. Results: A theoretical-practical framework is presented to guide educational intervention from an inclusive, strengths-based perspective. Discussion: Pedagogical guidelines rooted in a strengths-based approach are proposed, and the implications for teacher training and educational inclusion policies in the region are discussed. Conclusions: It is concluded that recognizing twice-exceptional students with dysarthria requires a paradigm shift—moving beyond a deficit-oriented perspective toward one that fosters exceptional abilities, while simultaneously providing the specific support required by their communication-related needs.