EXPLORING TEACHERS’ PERSPECTIVE ON TWICE-EXCEPTIONAL CHILDREN: A QUALITATIVE STUDY

Abstract

The current research explored the teachers’ perspective on twice-exceptional children. The study aimed to explore the twice-exceptional children, how teachers managed twice-exceptional children, how they addressed learning differences and what kind of barriers they face while dealing twice-exceptional children. An exploratory research design was used in the current study. The total sample was comprised of six teachers (N=6), and data were collected using purposive sampling technique. The twice-exceptional checklist, a demographic sheet, and a semi structured interview protocol were used for sample recruitment and research exploration. Braun and Clarke's (2006) six-step method was used for thematic analysis. Management, learning differences and Barriers experienced by teachers were main theme of the study. Management strategies included balancing the disorder and exceptionality. They used their exceptionality as reinforcement and use their strength to cover their weakness. Learning differences were evident as twice-exceptional children were generally more responsive and engaging, compared to children on the spectrum. The findings revealed that teachers didn’t know the term twice-exceptional children, but they know the concept of twice-exceptional children. Furthermore, teachers face barriers such as disorder itself, cultural variations, parental pressure and expectation. This study implied a need for developing better management plan and effective support strategies to address the unique needs of twice-exceptional children.