Despite these children are distinguished by their exceptional nature, paradoxically they end up being burdened with problems, not because of their superior performance, but because of "their learning, school and social integration issues" reflected in a high percentage of "poor performance" and "academic failure" of "gifted" students.
Pese a distinguir a estos niños y niñas por su superávit, paradójicamente, terminan siendo problematizados, no por su superior rendimiento, sino "por sus dificultades de aprendizaje y de integración escolar y social" materializadas en un alto porcentaje de "bajo rendimiento" y "fracaso escolar" entre el estudiantado "superdotado".