THE TWICE EXCEPTIONALITY IN THE IDENTIFICATION OF TEACHER TRAINING NEEDS

Abstract

The identification of twice exceptionality (2e) (Giftedness+ADHD) is complex due to teachers' lack of knowledge, which results in the fact that the requirements and effects of the condition are not addressed and educational interventions are ineffective. Objective: To determine the training needs of teachers of twice-exceptional students in basic education. Method: Descriptive study with action-research design. 366 teachers answered a Questionnaire with open-ended questions. The data collected were processed in Iramuteq. Results: Category 2 obtained from the data analysis referred to the Self-assessment of teaching competencies, while the information obtained within this category is that more than half of the teachers reported not having the tools to provide an adequate educational response to gifted students. In addition, slightly less than half of the teachers reported not having the tools to provide an educational response to students with ADHD. Most teachers reported not having experience teaching 2e students (Gifted+ADHD) and needing training, which corresponded to category 3, entitled Learning Strategies and Skills Desired. This category also included the fact that the vast majority of teachers responded that they would like to access a hybrid training process. Preliminary results are presented because they correspond to the diagnostic part of the study that shaped a teacher training program within the framework of an ongoing investigation. Discussion and Conclusions: Teachers reported lacking knowledge and skills around 2e, which reflects what is indicated in the literature, and an interest in acquiring knowledge to improve their pedagogical practice. Also, 366 teachers responded that they would like to access a hybrid training process, data that would be included in category 2.