Degree

Doctor of Education (EdD)

Department

Educational Leadership

Document Type

Dissertation

Abstract

Over the past 30 years, research on twice exceptional learners has been gradually increasing, however, knowledge and awareness of the information in the educational community have been slowly evolving (Bailey & Rose, 2011; Baum, 2004). Outwardly, twice exceptional students may present as typical. Still, they face many unique challenges that include academic achievement, social awkwardness, executive functioning deficits, social communication challenges, and teachers who are not aware and trained to meet the atypical needs of these students. Researchers and practitioners are becoming increasingly aware of the underrepresentation that plagues gifted and talented programs, especially concerning twice exceptional students, and students from culturally, linguistically, and economically diverse populations, where underrepresentation may significantly influence the extent to which these students are underserved in their academic environments (Siegle & McCoach, 2010). This study proposal examines teachers’ knowledge, awareness, and skills to recognize twice exceptional learners and the impact on their academic success when unidentified.

Date

2-6-2026

DOI

https://proquest.com/docview/3347816102

First Committee Chair

Donna Wadsworth

Second Committee Chair

Christine Briggs

First Committee Member

Mitzi Trahan

Download

Share

COinS