In the entire educational system, and also in the early preschool education system, we encounter the problem of recognizing and identifying children with dual specialism. The aim of this paper is to highlight the presence of gifted children with developmental disabilities and to show the specific characteristics of gifted children with ADHD. A case study was conducted in which a child was studied in a kindergarten environment through a semi-structured observation protocol, a semi-structured interview with the child's parent was conducted with the aim of triangulating qualitative data, and the obtained data were explained in the context of relevant literature. The problem of this research is the existence of adequate support in the system of early and preschool upbringing and education for the group of children with dual special needs. The existence of support is necessary for the creation of programs within the regular educational group and the provision of adequate incentives, all in order to meet the child's specific needs. The question arises of the importance of cooperation with the parents of children with dual special needs and their inclusion in the educational process, all in order to ensure complete and effective support for their child. The aim of this work was to raise awareness and expand knowledge about children with dual special needs, and also to point out the challenges that this group of children face on a daily basis. In educational practice, it is often noticed that educators and teachers do not recognize the dual uniqueness, either because of insufficient competences, or because of feelings of discomfort and fear. These challenges can be gradually overcome through continuous lifelong learning, teamwork, reflection with the support of experts of various profiles, and research into one's own educational practice.