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Abstract: 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.
Keywords: twice-exceptional students, systemic support, inclusive education, student identification, professional development, differentiated instruction
Published in RUP: 30.06.2026; Views: 166; Downloads: 6
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