Teachers' Voices and Classroom Practices: Supporting Twice-Exceptional Students

This study explores teachers’ practices in supporting twice-exceptional (2e) students within Science and Art Centers, which provide supplementary education for gifted learners in Turkiye.Through semi-structured interviews with eleven teachers from diverse disciplines, the research examines strategies for differentiation, classroom management, emotional and social support, and stakeholder collaboration. Thematic analysis reveals that teachers employ strength-based approaches, tiered assignments, and assistive technologies to address the dual-exceptionality of 2e students. However, challenges such as balancing academic and social-emotional needs, managing diverse classroom dynamics, and addressing sensory sensitivities persist. Teachers also highlight resource limitations, insufficient assessment tools, and gaps in professional development, particularly in neurodiversity and innovative instructional practices . Despite these challenges, teaching 2e students fosters professional growth, encouraging more inclusive and student-centered approaches. The study underscores the need for targeted training and resources to support 2e students better, advocating for inclusive practices in gifted education.