When Henry was enrolled in a gifted program in 3rd grade, he showed many of the classic signs of giftedness, but his reading and writing skills were below grade level. An evaluation revealed that he was twice-exceptional--he was gifted and he had a learning disability. Believing that both his giftedness and his learning disability warranted attention, his teacher worked with the school's special educator to provide remediation and accommodations that enabled Henry to remain in the gifted program while building his reading and writing skills.