Teaching Twice-Exceptional Students

A Phenomenological Inquiry

Abstract

This study aims to investigate the collective experiences of teachers who work with students who are twice exceptional in inclusive classrooms. Data were gathered through semi-structured interviews with six experienced teachers with at least five years of experience dealing with twice-exceptional learners as part of the study's qualitative research design. The results showed that the teachers encountered several difficulties and struggles while interacting with this demographic, including determining the learner's strengths and weaknesses, misconceptions about their job, lack of learning facilities, and handling their behavioral and emotional requirements. However, the teachers also mentioned feeling fulfillment and satisfaction after seeing their kids progress and achieve their goals. It also includes a sense of satisfaction with the salary and the incentives they receive. Moreover, the study highlighted the importance of teacher training and professional development in equipping educators with the necessary skills and knowledge to teach twice-exceptional learners effectively. The study concluded that addressing the challenges met by the teachers when working with this requires a collaborative effort between educators, parents, and policymakers to ensure that twice-exceptional learners receive the education they deserve.