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Education Sciences
Special Issues
Supporting Education Attainment and Inclusion for Twice-Exceptional Students
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Supporting Education Attainment and Inclusion for Twice-Exceptional Students

A Special Issue of Education Sciences (ISSN 2227-7102) belonging to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (15 October 2025) | Viewed by 26769

Editors

Dr. Neil Kenny

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Guest Editor
School of Inclusive and Special Education, Dublin City University, Dublin, Ireland
Interests: inclusive education; autism; participatory research methods
Special Issues, Collections and Topics in MDPI journals
Dr. Colm O’Reilly

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Guest Editor
Centre for Talented Youth, Dublin City University, Dublin, Ireland
Interests: gifted and talented education; twice exceptional and inclusive education
Dr. Leeanne Hinch

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Guest Editor
Centre for Talented Youth, Dublin City University, Dublin, Ireland
Interests: inclusive education; special education
Dr. Joseph Travers

E-Mail Website
Guest Editor
School of Inclusive & Special Education, Dublin City University, Dublin, Ireland
Interests: inclusive education; special Education; inclusive pedagogy

Special Issue Information

Dear Colleagues,

(1) Issue Introduction

Twice-exceptional students, those who both have exceptional abilities/are gifted and have learning differences or additional educational needs (AEN), represent a highly heterogeneous group within educational systems. Despite their unique capabilities, these students often face significant barriers to identification and support, leading to underachievement and social isolation. Traditional identification methods for learning giftedness frequently fail to capture the full complexity of twice-exceptionality, where cognitive strengths can mask disabilities, and vice versa. As a result, twice-exceptional students are often marginalised, missing out on the tailored educational opportunities they require. This Special Issue aims to address the critical need for research and dialogue on educational inclusion for twice-exceptional students.

(2) Aim and Scope

This Special Issue seeks to explore the multifaceted challenges and opportunities associated with the identification, support, and appropriate education of twice-exceptional students. By drawing on interdisciplinary research, this issue will provide a comprehensive overview of current practices, highlight gaps in the literature, and propose innovative approaches to fostering educational inclusion. The goal is to advance understanding and inform policy and practice to better support twice-exceptional students, ensuring they receive the challenging and nurturing educational environments they deserve.

(3) Suggested Themes

Identification and Assessment: Exploring alternative pathways and criteria for identifying twice-exceptional students.

Educational Practices: Innovative approaches to curriculum design, classroom strategies, and individualised support for twice-exceptional learners.

Teacher Training and Professional Development: Strategies for equipping educators with the skills and knowledge needed to support twice-exceptional students effectively.

Intersectionality and Equity: Addressing the underrepresentation of minority and economically disadvantaged twice-exceptional students in gifted programs.

Socio-Emotional Development: Investigating the social and emotional needs of twice-exceptional students and how schools can foster their well-being.

Policy and Advocacy: Examining the role of educational policy in promoting the inclusion and success of twice-exceptional students.

Dr. Neil Kenny
Dr. Colm O’Reilly
Dr. Leeanne Hinch
Dr. Joseph Travers
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • twice-exceptional
  • educational inclusion
  • gifted
  • special educational needs
  • identification and support

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (8 papers)

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Research

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25 pages, 535 KB  
Article
‘Autism Isn’t a Spectrum, It’s a Kaleidoscope’: The Impact of a Support Program for Twice-Exceptional University Students
by Emily H. Kuhlmann and Megan Foley-Nicpon
Educ. Sci. 2026, 16(7), 1155; https://doi.org/10.3390/educsci16071155 - 19 Jul 2026
Viewed by 477
Abstract
Twice-exceptional students on the autism spectrum (2eASD) are underrepresented and underserved in higher education, despite increasing postsecondary enrollment. To support their transition to university, a program was developed to support executive functioning and social communication. This study explored how participation in the program [...] Read more.
Twice-exceptional students on the autism spectrum (2eASD) are underrepresented and underserved in higher education, despite increasing postsecondary enrollment. To support their transition to university, a program was developed to support executive functioning and social communication. This study explored how participation in the program shaped students’ perceived experiences, relationships, and twice-exceptional identity over one academic year. The Talent Development Mega Model (TDMM) provided a framework to examine how talent and identity may evolve in this population. As part of a larger study, we used qualitative inquiry to analyze open-ended survey responses from 15 participants across the academic year. Students reported high satisfaction with the program, emphasizing the value of individualized staff support and engaging in a small, affirming community of those with a shared identity. Many described gaining a deeper understanding of twice-exceptionality and some increasingly identified with the twice-exceptional label. Participants also noted changes in navigating complex social situations and building new relationships. Findings underscore the need for more inclusive programming in higher education and offer directions for future research and practice. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
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15 pages, 236 KB  
Article
Twice Exceptional Students with Autism: Self-Perceptions of Talents and Disabilities
by Sally M. Reis
Educ. Sci. 2026, 16(2), 275; https://doi.org/10.3390/educsci16020275 - 9 Feb 2026
Viewed by 3271
Abstract
Students with autism spectrum disorder (ASD) represent a growing population in U.S. higher education, including those with academic talents and gifts. Our research team has studied these academically talented students with ASD, along with their teachers, parents, counselors, and disability service providers at [...] Read more.
Students with autism spectrum disorder (ASD) represent a growing population in U.S. higher education, including those with academic talents and gifts. Our research team has studied these academically talented students with ASD, along with their teachers, parents, counselors, and disability service providers at highly competitive colleges and universities in the United States. Using qualitative methodology and thematic analysis, this study examined factors and experiences relating to how self-perceptions of identification as twice exceptional contributed to academic success among 40 students with ASD attending highly competitive colleges. A focus of this research was the role that participants’ perception of their talents, disabilities, and learning experiences played in their academic success. Findings indicate that slightly under half of the participants believed they had a clear understanding of their academic talents and their ASD during college. Their self-perceptions of ability varied over time and based on various academic and social challenges, but most believed an understanding of their twice-exceptionality was necessary for their academic success. Over time, particularly during their college years, participants learned to better understand their talents and disabilities and to identify which strength-based experiences helped to shape their success. Students’ positive experiences, such as success in advanced, accelerated, and interest-based classes as well as enjoyable extracurricular activities, positively enhanced their self-perceptions of academic abilities and promoted confidence in future educational and career paths. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
25 pages, 993 KB  
Article
Parent Perceptions of Special Education and Gifted Education Services for Twice-Exceptional Students in Ireland
by Orla Dunne, Keri M. Guilbault, Leeanne Hinch, Aiswarya Radhakrishnan and Colm O’Reilly
Educ. Sci. 2025, 15(12), 1600; https://doi.org/10.3390/educsci15121600 - 27 Nov 2025
Cited by 1 | Viewed by 2929
Abstract
Twice-exceptional students, those who are both gifted and have an additional educational need, represent a complex and underserved population within education systems. While recognition of twice exceptionality has greatly increased in gifted education literature, little is known about the experiences of students and [...] Read more.
Twice-exceptional students, those who are both gifted and have an additional educational need, represent a complex and underserved population within education systems. While recognition of twice exceptionality has greatly increased in gifted education literature, little is known about the experiences of students and their families in Ireland, where no national policy or framework currently addresses their dual needs. This exploratory mixed-methods study aimed to examine the perspectives of 232 parents of twice-exceptional children who attended an enrichment summer programme for gifted students. Through an anonymous survey, the researchers investigated the frequency of specialised services provided for both giftedness and disabilities, as well as how satisfied parents were with these services. The findings indicated that, while two-thirds of students did receive special education support, the majority received no services focused on their giftedness. Parents expressed significantly higher dissatisfaction with gifted provisions than with special education, mentioning the lack of differentiation and access to advanced materials in class, as well as an emphasis on their child’s challenges, as opposed to their strengths. The study’s findings highlight substantial policy and practice gaps in Ireland’s current provision for twice-exceptional students and underscore the need for integrated support systems, teacher education, and inclusion of parent perspectives in educational planning. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
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33 pages, 389 KB  
Article
Compounded Disadvantage: Issues in Addressing the Educational Requirements of Twice-Exceptional Students in Schools
by Michelle Ronksley-Pavia and Catherine Clark
Educ. Sci. 2025, 15(12), 1593; https://doi.org/10.3390/educsci15121593 - 26 Nov 2025
Cited by 1 | Viewed by 3993
Abstract
Twice-exceptional learners, students with both giftedness and disability (e.g., ADHD, ASD, dyslexia), face significant educational barriers in schools. This study examined stakeholder perspectives on the most pressing issues affecting twice-exceptional students in Australia. An online survey collected responses from 118 adult stakeholders. Reflexive [...] Read more.
Twice-exceptional learners, students with both giftedness and disability (e.g., ADHD, ASD, dyslexia), face significant educational barriers in schools. This study examined stakeholder perspectives on the most pressing issues affecting twice-exceptional students in Australia. An online survey collected responses from 118 adult stakeholders. Reflexive thematic analysis identified five interconnected themes: absence of national guidelines and supports, inadequacies in educator skills and training, challenges in recognizing multiple exceptionalities, inequitable learning conditions, and significant toll on students and families. The study introduces a novel four-point explanatory model identifying systematic recognition failure mechanisms: masking effects, behavior-first interpretations, output-dependent bias, and executive function misreading. Findings reveal that twice-exceptional learners experience compounded disadvantage through multiplicative effects where each systemic failure amplifies others, creating cycles of educational inequity. The study identified policy asymmetry as a critical structural barrier, where mandated disability support exists alongside discretionary gifted education, inevitably privileging deficit-focused over strengths-based approaches. Results revealed a hidden equity crisis where family resources instead of student need influenced access to appropriate support, creating a two-tiered stratification system, which contradicts fundamental educational equity. Consensus across stakeholders indicated these challenges reflected structural issues requiring mandated national frameworks and coordinated interventions to address inadequacies in responses to twice-exceptionality. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
25 pages, 310 KB  
Article
Building Bridges for Twice-Exceptional Students: A Case Study in a Secondary School
by Alexandra Pauline Lawson, Jia White and John Williams
Educ. Sci. 2025, 15(9), 1260; https://doi.org/10.3390/educsci15091260 - 19 Sep 2025
Cited by 2 | Viewed by 5073
Abstract
Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, [...] Read more.
Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, their educators, and their mother. Guided by the neurodiversity paradigm and a strengths-based approach, this study engaged the student, their mother, and educators in co-designing practices that addressed the student’s challenges while leveraging their interests and capabilities. Data were collected through semi-structured interviews, questionnaires, written correspondence, work samples, and analysis of school and specialist reports. While the study found that collaboratively developed, personalised practices can enhance student engagement and wellbeing, it also revealed practical challenges, including time constraints, systemic rigidity, and limited staff understanding of 2e students. This study demonstrated the value and potential of teacher-led inquiry in promoting bespoke, strengths-based educational planning for 2e students, while highlighting the challenges of implementing such approaches within traditional school structures. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
16 pages, 264 KB  
Article
Impact of Professional Development on Ancillary Staff’s Knowledge and Confidence in Supporting Twice-Exceptional Students
by Kelly C. Margot, Do-Hong Kim and Chandra B. Floyd
Educ. Sci. 2025, 15(9), 1220; https://doi.org/10.3390/educsci15091220 - 15 Sep 2025
Viewed by 1175
Abstract
In a large, urban US public school district that began a new identification system for gifted education focused on the equity and inclusion of twice-exceptional (2e) students, a need for the further training of educators involved with assessment, services, and planning with this [...] Read more.
In a large, urban US public school district that began a new identification system for gifted education focused on the equity and inclusion of twice-exceptional (2e) students, a need for the further training of educators involved with assessment, services, and planning with this unique group of students was warranted. After attending a professional learning (PL) event, 243 ancillary staff members (school psychologists, social workers, occupational and physical therapists, and speech/language pathologists) completed a survey with both closed- and open-ended responses. This study was guided by the research question: How does professional development on twice-exceptional (2e) students affect ancillary staff’s knowledge and confidence for supporting 2e students? The survey results provided valuable insights (themes) into participants’ perceptions of their understanding and ability to support 2e students after the PL session. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)

Other

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32 pages, 764 KB  
Systematic Review
Systematic Review of Interventions for Twice-Exceptional Autistic Learners
by Aiswarya Radhakrishnan, Ciara Buckley, Colm O’Reilly, Marianna Pagkratidou, Niamh Stack and Lorraine Boran
Educ. Sci. 2026, 16(6), 941; https://doi.org/10.3390/educsci16060941 - 14 Jun 2026
Viewed by 1358
Abstract
Twice-exceptional autistic learners (2e-ASL), those who meet criteria for autism and giftedness, are vulnerable to under-identification and inadequate support. Although interest is growing, evidence for interventions remains limited. This systematic review synthesised intervention studies involving 2e-ASL (4–18 years), including interventions designed specifically for [...] Read more.
Twice-exceptional autistic learners (2e-ASL), those who meet criteria for autism and giftedness, are vulnerable to under-identification and inadequate support. Although interest is growing, evidence for interventions remains limited. This systematic review synthesised intervention studies involving 2e-ASL (4–18 years), including interventions designed specifically for 2e-ASL (2e-Specific) and interventions for Autistic learners that included 2e-ASL (2e-Inclusive). A PRISMA-guided search (2000–2025) identified 51 eligible studies. Forty-eight were 2e-Inclusive; only three were 2e-Specific. In the 2e-inclusive literature, 2e-ASL participants were rarely distinguished analytically and were typically subsumed under broad labels with very wide IQ ranges (often spanning ≥ 50 points within a single sample). Social (42.94%) and emotional (45.09%) outcomes were most frequently targeted, followed by intellectual outcomes (17.64%); behavioural (13.72%), academic (5.88%), language (3.92%), and sensory/perceptual (3.92%) domains were addressed far less often. Interventions were predominantly delivered in controlled settings like clinical or university settings (56.86%), with fewer school-based (35.29%) and limited home (3.92%) or community (3.92%) implementations. Effective programmes, regardless of domain, were consistently structured, explicit, and scaffolded, using visual supports, modelling, guided practice, and opportunities for rehearsed generalisation. 2e-Specific interventions were strength-based and interest-aligned, supporting creativity, advanced reasoning, and challenging, meaningful tasks; these were associated with gains in engagement, motivation, and behavioural regulation as well as targeted skills. The findings suggest that, although the evidence base is growing, it remains fragmented. The review highlights the need for clearer definitions of 2e-ASL, more consistent reporting of learners’ cognitive profiles, and a stronger focus on real-world application to strengthen the evidence base. Interventions that adopt strength-based, structured, and scalable approaches appear particularly promising for supporting meaningful, generalisable, and sustained outcomes for 2e-ASL. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
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20 pages, 495 KB  
Systematic Review
The Social and Emotional Factors Affecting the Mental Health of Gifted Students with ADHD: A Systematic Review
by Rebecca McDonnell, Joyce Senior, Olga Ioannidou and Laura Lanigan
Educ. Sci. 2025, 15(12), 1671; https://doi.org/10.3390/educsci15121671 - 11 Dec 2025
Cited by 1 | Viewed by 7092
Abstract
Gifted students with neurodivergent profiles such as ADHD, autism, or dyslexia demonstrate unique cognitive and learning characteristics that can shape their educational experiences and socio-emotional development. Often referred to as twice-exceptional (2e), these students benefit from environments that recognise their strengths while responding [...] Read more.
Gifted students with neurodivergent profiles such as ADHD, autism, or dyslexia demonstrate unique cognitive and learning characteristics that can shape their educational experiences and socio-emotional development. Often referred to as twice-exceptional (2e), these students benefit from environments that recognise their strengths while responding to their diverse learning needs. Understanding the interplay between giftedness and neurodivergence is therefore essential for fostering strengths-based environments to support these students’ overall well-being. This review focuses on 2e students with ADHD, a subgroup within the gifted population who remain underexamined in the current literature. While existing research has emphasised the academic and diagnostic complexities associated with this cohort, limited studies have focused on the socio-emotional factors influencing their development. This systematic view aimed to identify and synthesise findings from existing research on the socio-emotional factors influencing the mental health of gifted students with ADHD. A comprehensive search was conducted across the EBSCO, ProQuest, and ProQuest Dissertations & Theses databases. Following PRISMA guidelines, 10 studies out of 438 met the predetermined inclusion and exclusion criteria and were critically appraised using the JBI checklists for qualitative and cross-sectional designs. These 10 papers were categorised based on authorship, title, year of publication, population, study design, theoretical frameworks, key findings, and identified risk or protective factors. The findings indicate that gifted students with ADHD experience distinct challenges in forming and maintaining peer relationships. Additionally, the intersection of giftedness and ADHD is noted as a potential risk factor, rather than a protective factor, for lower self-esteem and social connectedness. The limitations of this review, along with implications for future research and educational practice, are discussed. Full article
(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)
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