Abstract
The increasing population of students defined as "twice-exceptional" (2e) exhibits identified or unidentified intellectual or creative gifts in one or more areas, and also faces significant learning challenges and may have autism spectrum disorder, learning disabilities, or other characteristics that make them eligible for special education. However, neither special nor general education teachers are prepared for the unique complexities of these students, because preservice and in-service teacher education rarely addresses 2e students. This study examines the stories of teachers, parents, and 2e students themselves, to listen to their experiences in school and seek their insights to inform preservice and in-service teacher education. This study (1) provides insights for educators from 2e students, parents, and teachers; (2) promotes a deeper understanding of issues that go beyond individual faculty contexts and experiences; and (3) provides empirical evidence in support of transforming teachers and teacher education programs.