An Online Survey on Challenges and Needs for Identifying and Nurturing Twice Exceptional Learners

Yen Wei Chen, Chia Chao Li, Michaela Gläser-Zikuda, Ching Chih Kuo*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


The current study conducted an online survey to understand the challenges and needs teachers face for identifying and nurturing students with twice exception. Among 896 respondent schools, 179 schools were reported to have 277 identified 2E students. The results indicated that schools with both gifted and disability classes/programs or services identified more 2E students than did schools without a special education program. Although increasing the awareness and knowledge of general education teachers is beneficial for the identification of 2E students, most of the respondents reported that they need gifted education teachers to get involved in developing students’ talents. Obvious opportunity gaps existed between schools with only disability education and with gifted and disability education. An effective support system with manpower and financial assistance from governments is also essential for closing opportunity gaps and meeting the needs of both learners and teachers.

Original languageEnglish
Pages (from-to)401-425
Number of pages25
JournalGifted Education International
Issue number3
Publication statusPublished - 2023 Sept


  • identification
  • online survey research
  • special needs
  • support system
  • twice exceptionality

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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