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Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?

Dimitriadis, C; Georgeson, J; Paliokosta, P; Van Herwegen, J; (2021) Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know? Roeper Review , 43 (2) pp. 99-111. 10.1080/02783193.2021.1881851. Green open access

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Abstract

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.

Type: Article
Title: Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/02783193.2021.1881851
Publisher version: https://doi.org/10.1080/02783193.2021.1881851
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Educational policy, gifted education, mathematical ability, special education, twice exceptionality
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10126148
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