Gifted and Talented education: Helping to find and support children with dual or multiple exceptionalities (DME)
- Publication date:
- Jan 2008
- DCSF ref:
- 00052-2008BKT-EN
- Audience:
- Coordinator, Lead intervention teacher, Leading teacher, SEN staff, Teacher
- Function:
- Guidance, Preventing underachievement
- Format:
- Booklet
This publication is available as a PDF file (596 KB).
Download publicationA child with dual or multiple exceptionalities is highly able and also has some kind of difficulty. It is likely, but not definite, that the difficulty will hinder the effective expression of their high ability, and the chances of children with dual exceptionality being unable to express their abilities are greater than for children without such additional needs.
Following on from the DCSF publication Guidance on preventing underachievement: a focus on dual or multiple exceptionality, this booklet offers more detail in identifying and supporting children who are highly able with sensory impairment, learning problems, conduct issues and/or disabilities.
The focus of the National Strategy for gifted and talented children is increasingly concerned with adapting provision to meet differing needs. In this booklet, some attention is paid to how the Institutional Quality Standards (IQS) can be usefully adapted to meet these diverse needs.
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DiigoIn this section
- Accessing National Curriculum science for pupils with SEN
- Achievement for All: Guidance for Schools
- Achievement for All: Local authority prospectus
- Audit forms (including middle schools and special schools and units)
- Behaviour And Attendance Key Messages For SENCOs
- Effective leadership: Ensuring the progress of pupils with SEN and/or disabilities
- Inclusion Development Programme (IDP) – Supporting children on the autism spectrum: Guidance for practitioners in the Early Years Foundation Stage
- Initial Teacher Training (ITT) Inclusion Development Programme (IDP): Dyslexia and speech, language and communications needs (SLCN)
- KS3 National Strategy Auditing a Subject in KS3 in special schools and units
- Maximising progress – ensuring the attainment of pupils with SEN
- Primary and Secondary Inclusion Development Programme – supporting pupils on the autism spectrum
- Targeting support: Choosing and implementing interventions for children with significant literacy difficulties
- Teaching the daily mathematics lesson to children with severe or profound and multiple learning difficulties
- The role of a school improvement partner (SIP) for a special school
- Use of data in special schools by school improvement partners (SIPS)
- What works for pupils with literacy difficulties?
See also
- Gifted and Talented education: Guidance on addressing underachievement – Planning a whole-school approach
- Gifted and Talented education: Guidance on preventing underachievement – A focus on children and young people in care
- Gifted and Talented education: Guidance on preventing underachievement – A focus on dual or multiple exceptionality (DME)
- Gifted and Talented education: Guidance on preventing underachievement – A focus on exceptionally able pupils
- Gifted and Talented: Classroom Quality Standards (CQS) guided resource – A subject focus DVD
- Removing barriers to achievement: The government's strategy for special educational needs
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