Teaching to the teachers

While current education professionals may show limits in their knowledge of serving twice-exceptional students (Foley-Nicpon et al., 2013; Wormald & Bannister-Tyrell, 2021), questions arise whether pre-service teachers are getting sufficient familiarity and experience to serve gifted and high-ability students with coexisting disabilities. While parents and current educators have been target populations when researching stakeholders who work with twice-exceptional students, the research on pre-service teachers has been scarce about how future teachers can be prepared to work with twice-exceptionality.