Teachers' Competence in Teaching Twice- Exceptional Students in the Sultanate of Oman

The current study aimed to determine the level of teachers’ competence in teaching twice-exceptional students in the Sultanate of Oman. To achieve this aim, a Teachers’ Competence Scale for Teaching Twice-Exceptional Students was developed. The study sample included (150) teachers who teach twice-exceptional students. Results revealed that the overall level of teachers’ competence in teaching twice-exceptional students in Sultanate of Oman was moderate, as well as in the dimensions of collaboration and teaching strategies, while it was low in the dimensions of interaction and classroom management. Results also indicated that gender had no significant effect on teachers’ competence levels neither in the overall scale nor in the dimensions of classroom management or interaction. However, female teachers demonstrated higher competence than males’ teachers in the dimensions of collaboration and teaching strategies. Additionally, the results showed no statistically significant differences in teachers’ competence levels attributed to job title. However, there were statistically significant differences in overall competence and in the dimensions of classroom management and interaction, in favor of teachers with 5–10 years of experience. The study recommended the need to review and update specialized university programs in special education, and develop in-service training programs for special education teachers to enhance their competence in teaching students with twice-exceptional.