The article addresses the development of the abilities of ‘doubly exceptional’ individuals,i.e. those with both abilities and deficits, disorders or disabilities. This topic is relevantbecause inaccurate diagnoses and the lack of effective psycho-pedagogical and substantiveinterventions hamper support for the development of the abilities of such individuals.The study aimed to obtain characteristics of the trajectory of the development of abilitiesof doubly exceptional children, i.e. those with directional abilities and disorders. Ina qualitative longitudinal study conducted among parents of gifted children, three criticalcases were identified that meet the criteria for ‘double exceptionality’ (parental nominationsindicating possession of directional abilities and a diagnosis of ADHD and autismspectrum disorder – Asperger’s syndrome). An analysis of the trajectory of ability developmentaccording to the Mega Model categories was conducted. The results indicate low opportunities for the development of directional abilities, typical of parents’ nominationsof early school-age children (musical, artistic), a common reason for which inhibitorsrelate to children’s psychosocial characteristics and environmental constraints dueto the specifics of the family and school. The study revealed the lack of support in theeducational environment towards the doubly exceptional children characterised by theirparents in terms of their directional predispositions. Less typical predispositions specificto a particular child (literary creativity, computer science) developed with the support ofthe family and the school, although not supported by objective achievements, are developedand are likely to represent, for the biographies analysed, significant reinforcement ineducational and professional functioning.