TY  - JOUR
TI  - Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?
KW  - Educational policy
KW  -  gifted education
KW  -  mathematical ability
KW  -  special education
KW  -  twice exceptionality
UR  - https://doi.org/10.1080/02783193.2021.1881851
SP  - 99
VL  - 43
N2  - Although they have the potential to excel, twice-exceptional (2e) students of mathematics do not usually have this opportunity as their special educational abilities, and special needs, are often misdiagnosed or ?missed? diagnosed in schools due to the teachers? lack of knowledge. The study explored this issue using an electronic survey for primary school teachers in four local authorities in England. It was planned as a pilot study to gather insights from a small number of schools aiming to identify areas for further study and larger-scale research. When comparing responses from teachers with gifted-related training and those without, the study found some knowledge of specific types of 2e students among both groups of teachers, but no significant difference between them. This raised concerns about the effectiveness of the training, as well as identifying areas that need further and more systematic research.
AV  - public
JF  - Roeper Review
EP  - 111
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
ID  - discovery10126148
Y1  - 2021/04/05/
PB  - Informa UK Limited
A1  - Dimitriadis, C
A1  - Georgeson, J
A1  - Paliokosta, P
A1  - Van Herwegen, J
IS  - 2
ER  -