This case study details the history and K-5 school experience of a boy with dyslexia and spatial-temporal gifts. It describes assessment, evaluation, and identification procedures; the learning specialist’s interventions and program; the critical role of the parent; and the services provided by the gifted program. Specific interventions are described for both remediating dyslexia and supporting the spatial-temporal gift. A literature review of dual exceptionalities is included and suggests that mathematical difficulties be included in the definition of dyslexia. A definition of spatial-temporal intelligence provides an understanding of 4-dimensional space-time.
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