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It argues that neither special nor general education preservice and in-service teachers are adequately prepared because 2e needs are rarely addressed. Using qualitative insights from teachers, parents, and 2e students, the work informs teacher education redesign, deepens understanding beyond single-faculty contexts, and provides empirical support for program transformation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-preparation-for-twice-exceptional-students-learning-from-educational-experiences-of-teachers-parents-and-twice-exceptional-students/590868/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-preparation-for-twice-exceptional-students-learning-from-educational-experiences-of-teachers-parents-and-twice-exceptional-students/590868.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges do twice-exceptional (2e) students face in school?","Question",{"text":112,"@type":113},"2e students show exceptional ability along with significant learning challenges, which may include autism spectrum disorder or learning disabilities. These challenges can lead to inadequate recognition and support within typical school settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do teachers often fail to recognize students with twice-exceptionality?",{"text":117,"@type":113},"The document highlights “masking,” where cognitive strengths compensate for weaknesses or weaknesses overshadow strengths. As a result, unique needs may remain unidentified or untreated.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study propose improving teacher education for 2e students?",{"text":121,"@type":113},"Teacher education and professional development programs should be redesigned to raise awareness of the 2e population. The study recommends collaboration across specialty areas so teachers can identify and nurture both talents and challenges effectively.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590868,1792188656,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teacher Preparation for Twice-Exceptional Students: Learning from the Educational Experiences of Teachers, Parents, and Twice-Exceptional Students  \nAmber Bechard, Ph . D  .  \nUniversity of La Verne  \nAbstract  \nThe increasing population of students defined as “twiceexceptional”(2e) exhibits identified or unidentified intellectual or creative gifts in one or more areas, and also faces significant learning challenges and may have autism spectrum disorder, learning disabilities, or other characteristics that make themeligible for special education. However, neither special nor general education teachers are prepared for the unique complexities of these students, because preservice and in-service teacher education rarely addresses 2e students. This study examines the stories of teachers, parents, and 2e students themselves, to listen to their experiences in school and seek their insights to inform preservice and in-service teacher education. This study (1) provides insights for educators from 2e students, parents, and teachers; (2) promotes a deeper understanding of issues that go beyond individual faculty contexts and experiences; and (3) provides empirical evidence in support of transforming teachers and teacher education programs.  \nKeywords: inclusion, twice-exceptional, professional development, special education, qualitative methods  \nAILACTE Journal 25  \nBechard  \nTeacher Preparation for Twice-Exceptional Students: Learning from Educational Experiences of Teachers, Parents and Twice-Exceptional Students  \nBeth explained the escalation of her 2e son’s struggles in school: “At this point (age 11) he was frequently talking about suicide as a ‘way out’ of his problems.” Rhonda, a 2e parent, laudeda teacher who effectively supported her child:  \nWhat I appreciated was how she could see his strength [and] was willing to offer a potential solution to a problem that was not even in her area of expertise. She cared about him, saw connections, and was willing to try to help. That is a professional educator.  \nTamika, a 2e student, reflected on her experiences in school and emphasized that teacher training “is crucial to prevent years of unnecessary trauma caused by being punished for not learning the same ways as the majority.”  \nTwice-exceptional (2e) students and their parents have plenty to say about the challenges they face in schools. Experienced teachers also have perspectives on 2e students they have supported. Teachers’ education and in-service professional development programs must be designed to raise their awareness of the 2e population, because teachers can be essential agents in identifying and nurturing all sorts of genius.  \nTeachers are professionals who can change the world through their impact on students (Tirri, 2017). It will require substantial investment to redesign preparation and professional development programs so that all teachers receive the specialized training they need to identify talents and challenges effectively and serve a diversity of learners.  \nTwice-exceptional students can be very complex and have needs that are usually met in gifted or special education settings, yet these students are often served in general education settings. Teachers’ training programs on gifted, general, and special education often lack explicit instruction on this population as well (Foley-Nicpon, Assouline, & Colangelo, 2013). Meeting the needs of 2e students must be a shared responsibility and requires collaboration between different specialty areas of teacher education.  \n26 AILACTE Volume XVI 2019  \nTeacher Preparation for 2e  \nDefinition  \nIn 2014, the National 2e Community of Practice (COP) developed a comprehensive definition of twice-exceptional individuals:  \nTwice-exceptional individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; eac","cbCaif05OkvBIznE","https://ap.wps.com/l/cbCaif05OkvBIznE","pdf",2317773,"English","# Abstract\n# Definition and Significance of Twice-Exceptional (2e) Students\n## Definition developed by the National 2e Community of Practice\n## Prevalence estimates and the masking phenomenon\n## Attention through U.S. Department of Education guidance\n# Teacher Preparation Implications","[{\"question\":\"What challenges do twice-exceptional (2e) students face in school?\",\"answer\":\"2e students show exceptional ability along with significant learning challenges, which may include autism spectrum disorder or learning disabilities. These challenges can lead to inadequate recognition and support within typical school settings.\"},{\"question\":\"Why do teachers often fail to recognize students with twice-exceptionality?\",\"answer\":\"The document highlights “masking,” where cognitive strengths compensate for weaknesses or weaknesses overshadow strengths. As a result, unique needs may remain unidentified or untreated.\"},{\"question\":\"How does the study propose improving teacher education for 2e students?\",\"answer\":\"Teacher education and professional development programs should be redesigned to raise awareness of the 2e population. The study recommends collaboration across specialty areas so teachers can identify and nurture both talents and challenges effectively.\"}]","Teacher Preparation for Twice-Exceptional Students - Learning from Educational Experiences of Teachers, Parents and Twice-Exceptional Students | PDF",1792070617,48]