20.500.12556/RUP-23189 When giftedness masks need systemic support and organizational conditions for twice-exceptional students This study investigated the identification, understanding, and support of twice-exceptional students—learners demonstrating above-average abilities alongside learning, emotional, or behavioural challenges—in Slovenian primary schools, with a focus on systemic and organizational conditions shaping support practices. A cross-sectional quantitative study was conducted using an online survey administered to 115 educational professionals, including classroom teachers, special education teachers, inclusive pedagogues, and school counsellors. Data were analyzed using descriptive and inferential statistical methods. Findings indicate that cognitive characteristics of twice-exceptional students are most consistently recognized, whereas socio-emotional and behavioural traits are frequently underestimated. Approximately 50–60% of students remain unidentified, primarily due to insufficient professional training, limited diagnostic tools, and fragmented institutional coordination. Current support practices focus predominantly on remediating learning difficulties, while fostering students’ strengths remains inconsistent. Participants emphasized the need for structured professional development, clearer administrative guidelines, strengthened interdisciplinary collaboration, and more coherent institutional frameworks. The results highlight the importance of systemic and organizational capacity-building in establishing comprehensive, strengths-based support systems, including early identification procedures, differentiated instruction, inter-professional coordination, and the development of national policy guidelines and diagnostic instruments to promote the full potential of twice-exceptional students. twice-exceptional students systemic support inclusive education student identification professional development differentiated instruction dvakrat izjemni učenci sistemska podpora inkluzija identifikacija učencev profesionalni razvoj diferencirano poučevanje true false true Angleški jezik Slovenski jezik Neznano 2026-06-30 09:51:23 2026-06-30 09:51:27 2026-07-01 03:05:13 0000-00-00 00:00:00 2026 0 0 Str. 103-118 no. 3 Vol. 19 October 2026 0000-00-00 Zaloznikova NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2026-06-29 159.924-057.874 1308-1470 283042819 https://www.e-iji.net/volumes/392-onlinefirst 1 5509d729-7458-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=33903 RAZ_Kiswarday_Vanja_Riccarda_2026.pdf RAZ_Kiswarday_Vanja_Riccarda_2026.pdf 1 3B632F916A99E01742BA10DB03EC2AB2 7eb751a27f78c8cc46e3608ad83323168ee28a116f9dd4ab2ee681480719b2ff 6fa80d16-7458-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=33904 Pedagoška fakulteta 0 0 0