The education of the children, adolescents and youths with intellectual discapacidad should respond to the necessities, interests, potentialities and to the development of knowledge, abilities and habits in correspondence with the I diagnose of the fellow. The carried out empiric inquiries and the author's professional experience in the education of the children, adolescents and youths with intellectual discapacidad allowed him to point out problematic in the study of the double excepcionalidad reflected in: that the double excepcionalidad is a topic not very treaty in the national context, incomprehension of the educational ones of the definition of double excepcionalidad from the special education, lack of thesis of Lincenciatura, Masters and Doctorates related with the topic that it is investigated. The double excepcionalidad makes reference to the presence in the pupil, of two (or even more) different educational necessities, that is to say are well those that present high capacities next to another associate diagnosis, for Dysfunction for Deficit of Attention and Hiperactividad (TDAH), Dysfunctions of the Spectrum of the Autism (FIREBRAND), or Specific Difficulties of Learning. For that that alone a comprehensive evaluation can offer the necessary mark to create an educational context in which the children, adolescents and youths with intellectual discapacidad with double excepcionalidad progress in their strong points and receive the necessary adaptations for its discapacidad.