[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-438856-105":59,"doc-detail-438856-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dual-and-multiple-exceptionality-dme-fact-sheet","Dual and Multiple Exceptionality (DME) - Fact sheet","","Explains Dual or Multiple Exceptionality (DME) in the UK: children who have one or more special educational needs or disabilities (SEND) alongside high learning potential. Supports teachers, professionals, and parents/carers by outlining what DME is, why outcomes require close monitoring, and how DME relates to education planning. Covers SEND definitions in the 2015 Code of Practice, four difficulty areas, common DME-related diagnoses, and characteristic strengths, academic difficulties, emotional indicators, and behaviour patterns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dual-and-multiple-exceptionality-dme-fact-sheet/438856/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dual-and-multiple-exceptionality-dme-fact-sheet/438856.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Dual or Multiple Exceptionality (DME) mean in the UK?","Question",{"text":112,"@type":113},"DME describes children who have one or more special educational needs or disabilities (SEND) and also have high learning potential. They are therefore a distinct minority with complex, mixed educational needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the four areas of difficulty identified in the SEND Code of Practice 2015?",{"text":117,"@type":113},"The four areas are: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs. Each area includes more specific types of need.",{"name":119,"@type":110,"acceptedAnswer":120},"What characteristic patterns are described for DME children?",{"text":121,"@type":113},"The fact sheet lists intellectual strengths such as advanced comprehension and creativity, alongside academic difficulties like handwriting and phonics challenges. It also describes emotional indicators (e.g., fear of failure, low self-esteem) and behaviour patterns (e.g., off-task and impulsive behaviour, sometimes intense frustration).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},438856,1792225256,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Summary  \nIn the UK, the term Dual or Multiple Exceptionality (DME) is used to describe those who have one or more special educational need or disability and also have high ability (which Potential Plus UK calls High Learning Potential or HLP) . Potential Plus UK has produced this fact sheet to inform, support and advise teachers, professionals and parents/carers of DME children. Issues related to educating , parenting and supporting a child with DME are covered in this fact sheet. Treatments for specific special educational needs are covered in other Potential Plus UK Fact Sheets relating to particular diagnoses.  \nAn Introduction to Dual or Multiple Exceptionality (DME)  \nThe majority of children in the UK do not have a special educational need or disability (SEND) . The majority of children in the UK do not have high learning potential. Those children who have both high learning potential and have one or more special education need or disability have what is known as Dual or Multiple Exceptionalityi (DME) .  \nDME children can therefore be defined as a distinct minority within a minority. This is an important point to consider, as it clearly highlights the fact that the future outcomes for these children must be closely monitored as DME children have very different and complex educational needs. Their abilities are advanced in some areas, but significantly lagging in others.  \nIt is estimated that 5-10% of children identified as high ability also have a special education need or disabilityii. This could be due to a sensory impairment, physical difficulty or learning difficulty or neurodevelopmental disorder. Conversely, approximately 2-5% of children identified with special education needs or disabilities also have high learning potential.  \nThe Special Educational Needs and Disability Code of Practice 2015iii identifies four areas of difficulty, which are then subdivided into different types of need. These are:  \n1. Communication and interaction: children with speech, language and communication needs (SLCN) and those with Autism Spectrum Disorder (ASD) .  \n2. Cognition and learning: children with moderate, severe, profound learning difficulty.  \n3. Social, emotional and mental health difficulties: children who are withdrawn or isolated, display challenging distruptive or disturbing behaviour, who have attention deficit/hyperactive disorder or attachment disorder, those who may be experiencing anxiety, depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.  \n4. Sensory and/or physical needs: children with visual impairment, hearing impairment, multisensory impairment and physical disabilities.  \nThe Code of Practice states that a child or young person has Special Educational Needs if they have a learning difficulty that calls for special educational provision to be made for him or her. The Code of Practice goes on to say that a child of compulsory school age or a young person has a learning difficulty ora disability if he or she:  \n􀁸 has a significantly greater difficulty in learning than the majority of children of the same age , or  \n􀁸 has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for children of the same age in mainstream schools.  \nHigh learning potential children can fall into any of the above categories and therefore can be classed as children with DME. Special education needs and disabilities commonly seen in high learning potential children include:  \n􀁸 Autistic Spectrum Disorders including High-Functioning Autism (this used to be known as Asperger Syndrome)  \n􀁸 Attention Deficit Hyperactivity Disorder (ADHD)  \n􀁸 Dyslexia, Dysgraphia, Dyscalculia  \n􀁸 Auditory & Visual Impairment  \n􀁸 Sensory Processing Disorder including Dyspraxia  \n􀁸 Speech and Language Delays or Impairments  \nThe Characteristics of Dual or Multiple Exceptional Children  \nPotential Plus UK has compiled a list of characteristic","cbCaiqsNl7n4wQz1","https://ap.wps.com/l/cbCaiqsNl7n4wQz1","pdf",222971,"English","# An Introduction to Dual or Multiple Exceptionality (DME)\n## Definition and prevalence in the UK\n## SEND Code of Practice 2015 difficulty areas\n# The Characteristics of Dual or Multiple Exceptional Children\n## Intellectual strengths\n## Academic difficulties\n## Emotional indicators\n## Behaviour\n# Profiles of Dual or Multiple Exceptionality","[{\"question\":\"What does Dual or Multiple Exceptionality (DME) mean in the UK?\",\"answer\":\"DME describes children who have one or more special educational needs or disabilities (SEND) and also have high learning potential. They are therefore a distinct minority with complex, mixed educational needs.\"},{\"question\":\"What are the four areas of difficulty identified in the SEND Code of Practice 2015?\",\"answer\":\"The four areas are: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs. Each area includes more specific types of need.\"},{\"question\":\"What characteristic patterns are described for DME children?\",\"answer\":\"The fact sheet lists intellectual strengths such as advanced comprehension and creativity, alongside academic difficulties like handwriting and phonics challenges. It also describes emotional indicators (e.g., fear of failure, low self-esteem) and behaviour patterns (e.g., off-task and impulsive behaviour, sometimes intense frustration).\"}]","Dual and Multiple Exceptionality (DME) - Fact sheet | PDF",1790686608,23]