Twice-Exceptional Learners

TLDR

Twice‑exceptionality is increasingly recognized in gifted education, yet little is known about professionals’ awareness of the concept or their experience working with these learners. A 317‑person online Twice‑Exceptional Needs Assessment, comprising 14 questions on knowledge, experience, and relevant policies, was administered to gauge professionals’ familiarity with the topic. Educators were more familiar with standards in their own specialty but less familiar with using Response to Intervention for twice‑exceptional children, and gifted‑education professionals displayed significantly greater knowledge and experience, underscoring the need to broaden professional understanding beyond gifted education.

Abstract

Twice-exceptionality is gaining increasing recognition in the gifted education literature but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals’ experience working with this population of learners. Three-hundred and seventeen individuals completed an online Twice-Exceptional Needs Assessment, which consisted of 14 questions assessing issues pertaining to twice-exceptionality knowledge and experience, as well as knowledge of policies relevant to both gifted and special education. Results indicated that educators were more familiar with standards within their specific area of expertise (e.g., gifted or special education) and that fewer professionals were familiar with the use of Response to Intervention with twice-exceptional children. Gifted education professionals had significantly more knowledge and experience with twice-exceptionality than did professionals in other domains. We conclude with implications for educators and recommendations for expanding professional understanding of twice-exceptionality outside the field of gifted education to meet twice-exceptional students’ multifaceted needs.