How a selection of NZ teachers perceive students with gifts and learning difficulties

What is it about?

Being gifted with associated learning difficulties (twice-exceptional) is a poorly understood construct in the field of education. International research has shown that twice-exceptional students typically underachieve for their potential in traditional schooling contexts. This article investigated the perspectives of 54 teachers regarding understandings about, and provisions for, twice-exceptional students in NZ schools. The findings suggest that improving teacher recognition of, and knowledge about, the complexities this condition has for learning would assist in improving educational outcomes for this subgroup of gifted individuals.

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Why is it important?

Twice-exceptional students typically underachieve for their potential in traditional schooling contexts. This is because they are, as a student group, poorly understood in terms of learning needs, and thus under-served by the schooling system. This situation is socially unjust. As such, equity in provision developed via informed understandings about twice-exceptionality and its effects on learning, is justified.