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Special Education Teachers' Views on Twice-Exceptional Primary School Students' Problems and Solutions

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Title: Special Education Teachers' Views on Twice-Exceptional Primary School Students' Problems and Solutions
Language: English
Authors: Fatma Yıldırım (ORCID 0000-0002-1981-1765)
Source: International Online Journal of Primary Education. 2026 15(1):19-34.
Availability: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Special Education Teachers, Special Education, Twice Exceptional, Elementary School Students, Elementary School Teachers, Teacher Attitudes, Disability Identification, Students with Disabilities, Labeling (of Persons), Barriers, Student Experience
ISSN: 1300-915X
Abstract: Twice-exceptional students (2E) exhibit a combination of two distinct conditions. Consequently, 2E students face a dual disadvantage compared to their peers. Throughout primary school, classroom teachers and special education teachers are responsible for supporting 2E students. The opinions of special education teachers regarding the problems and solutions faced by 2E students are particularly valuable. Therefore, the current study aims to reveal the views of special education teachers on the issues of twice-exceptional students, including their challenges and proposed solutions. Regarding the research method, qualitative research and content analysis were used. A total of 71 special education teachers participated in the study. As a result of the research, the special education teachers defined twice-exceptional students in 6 different forms. They generated 20 themes and 360 codes related to the problems and solutions for twice-exceptional students. The problem themes with the highest number of codes were identification problems, lack of teacher training, and lack of education programs. The solution themes are early and detailed identification, psychological and behavioral support, and individualized mixed programs. Based on the research findings, the necessity of early identification, teacher education, and an educational and psychological-behavioral program has emerged. Research findings are discussed within the framework of the relevant literature.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506606
Database: ERIC
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  Data: Special Education Teachers' Views on Twice-Exceptional Primary School Students' Problems and Solutions
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  Data: <searchLink fieldCode="AR" term="%22Fatma+Yıldırım%22">Fatma Yıldırım</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1981-1765">0000-0002-1981-1765</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Online+Journal+of+Primary+Education%22"><i>International Online Journal of Primary Education</i></searchLink>. 2026 15(1):19-34.
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  Data: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Twice+Exceptional%22">Twice Exceptional</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Labeling+%28of+Persons%29%22">Labeling (of Persons)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: Twice-exceptional students (2E) exhibit a combination of two distinct conditions. Consequently, 2E students face a dual disadvantage compared to their peers. Throughout primary school, classroom teachers and special education teachers are responsible for supporting 2E students. The opinions of special education teachers regarding the problems and solutions faced by 2E students are particularly valuable. Therefore, the current study aims to reveal the views of special education teachers on the issues of twice-exceptional students, including their challenges and proposed solutions. Regarding the research method, qualitative research and content analysis were used. A total of 71 special education teachers participated in the study. As a result of the research, the special education teachers defined twice-exceptional students in 6 different forms. They generated 20 themes and 360 codes related to the problems and solutions for twice-exceptional students. The problem themes with the highest number of codes were identification problems, lack of teacher training, and lack of education programs. The solution themes are early and detailed identification, psychological and behavioral support, and individualized mixed programs. Based on the research findings, the necessity of early identification, teacher education, and an educational and psychological-behavioral program has emerged. Research findings are discussed within the framework of the relevant literature.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 19
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Twice Exceptional
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Labeling (of Persons)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Experience
        Type: general
    Titles:
      – TitleFull: Special Education Teachers' Views on Twice-Exceptional Primary School Students' Problems and Solutions
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            NameFull: Fatma Yıldırım
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              M: 01
              Type: published
              Y: 2026
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              Value: 1300-915X
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              Value: 15
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            – TitleFull: International Online Journal of Primary Education
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