认识资优

对不少教师及家长而言，教导资优生已经是一个挑战。然而，当这些资优生拥有与一般学生不同的资优特质，同时还有一些学习障碍，情况就变得更复杂。若这些学习障碍未能得到适当的支持，这些障碍有机会窒碍资优生发挥他们的天赋。

双重特殊资优生的主要类别及特质

根据香港特别行政区政府教育局 2019 年更新的《全校参与模式融合教育运作指南》，双重特殊资优并非是其中一种独立的特殊教育需要的分类方式，而是指有特优智能的同时，亦有以下一种或多种特殊教育需要。若果资优生同时拥有多于一项的学习障碍，称之为多重特殊资优生(Multiple-exceptional students)。

1. 学习需要： 特殊学习困难， 如读写困难 
2. 行为、情绪及社群发展需要： 注意力、自制力或社交发展困难，如专注力不足 / 过度活跃症、自闭症 
3. 感知、沟通及肢体需要： 感官障碍，如视障、听障；沟通障碍，如言语障碍； 肌能活动障碍， 如大脑麻痹 

特殊学习困难 (Specific Learning Difficulties) 可包括以下一种或多种困难︰

双重特殊资优生较难識别

要識别双重特殊资优生并不容易，由于他们的抽象推理能力可以掩盖了他们的弱点，所以儿童越聪颖，就越难識别其学习障碍（Silverman, 2002）。同样地，双重特殊资优生的过人智能或才华，亦可能被其学习障碍所遮盖。一般的識别过程分为兩种，一种只着重培育其资优特质，另外一种只集中于处理/支持其特殊教育需要（Boodoo, Bradley, Frontera, Pitts & Wright, 1989）；另外有部分双重特殊资优生则因未被发现而没有归類，得不到任何一类的支持 ── 因为他们看來与普通学生无異。

3种双重特殊资优生在学校常会遇到的情况：

情况一

教师只集中培训他们的资优范畴，但他们的学习困难尚未識别，随着学习内容渐趋复杂，他们的成绩或会持续下滑，导致他们的学习动机下降，并开始怀疑自己的能力（Baum & Owen, 2004）。双重特殊资优生经常成为低成就或无心向学的学生，甚至被标签为「懶惰」（Silverman, 1993）。如果学生的学习障碍到高中时还没有被識别，社交及情绪问题可能伴随学习障碍滋长（Baum & Owen, 2004）。

延伸阅读：培育有方（二）如何培育双重特殊资优生？
延伸阅读：培育有方（三）培育双重特殊资优生的执行功能技巧 

情况二

他们只获安排接受支持其特殊教育需要的服务，但其天赋继续被忽视。对于学习障碍的强烈无助感将会逐渐掩盖与特殊天赋有关的任何正面感觉，而教育体系亦不断强化他们这种负面感觉（Baum & Owen, 2004）。

情况三

至于那些一直未有归類的双重特殊资优生，由于他们较高的认知能力刚好弥补了学习障碍的不足，故此学业成绩可以维持在一般水平，但潜能却未得到充分发挥，结果使他们不能被識别及转介到资优计划或特殊教育服务（Trail, 2011）。

智力隐藏障碍，而障碍掩盖天赋。有时，在一些非传统的学习环境中，例如减少文字报告，改用戏剧、辩論、专题研究及讨論，双重特殊资优生的天赋便会展现（Baum & Owen, 2004）。

具有障碍的知名人士

1) 研究有障碍的知名人士

了解具有障碍的知名人士，有助于让双重特殊资优生及其家人认識到，尽管面对障碍，他们也能取得成功。在选择知名人士作为楷模时，要引导双重特殊资优生挑选与他们有類似障碍的名人，但却不要刻意提及他们的障碍。如果儿童能透过自己的研究发现他们的障碍则会更佳（Trail, 2011）。

2) 有障碍的知名人士

延伸阅读：培育有方（四）家校合作对培育双重特殊资优生的重要性
延伸阅读：培育有方（五）双重特殊资优生亦可成才──自闭资优儿童

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