Identifying Twice-Exceptional Students: A Systematic Research Review

This article presents a systematic literature review with a specific focus on identifying twice-exceptional (2e) students. The review included 22 studies that met specific eligibility criteria: peer-reviewed empirical studies in English or Turkish on 2e identification, published in education, psychology, or social sciences. The analysis of the data followed an inductive approach to divide the studies into two primary themes: (1) those exclusively employing formal assessment methods and (2) those utilizing a combination of both formal and informal assessment methods. The findings demonstrated that nine studies relied on both formal and informal assessment methods for identification, while 13 studies used only formal identification, revealing a prevalent tendency toward the latter method in current identification practices. The studies also showed that both formal and informal assessment methods used multiple criteria for identifying 2e students, which suggests that no single criterion should be used to identify 2e students.