Challenges and Needs of Twice-exceptional Children in Hong Kong: Perspectives of Parents

Children who are twice exceptional (2e) refer to those who are intellectually gifted and with one or more learning disabilities such as autism or specific learning difficulties. Facilitating support for these children has long been a challenge for parents. This exploratory study investigated parents’ experiences, perceptions, and parenting practices in providing support and addressing the developmental needs of their children in the context of Hong Kong where academic achievement is of a high priority. A total of 12 parents participated in focus group interviews. Results from the qualitative data suggested the following three themes: (1) Parents have worries about their children and even negative experiences when relating to them, (2) There is a lack of efficacy in nurturing the children, and (3) Parents urging for more community resources to support their children. Given parents’ lack of efficacy in facilitating children’s developmental challenges, the whole child approach as well as adopting strength-based parenting can be emphasized. Limitations of this study as well as implications for research and practice are presented. Parents of twice-exceptional (2e) children in Hong Kong reported that the unique and complex needs of their children are often insufficiently recognized and inadequately supported within existing educational and social frameworks. Many parents expressed a diminished sense of efficacy in raising their 2e children, particularly when facing high familial and societal expectations related to academic excellence and achievements at school. Adopting strength-based parenting may offer a promising way for fostering the well-being and development of 2e children and may also enhance parental confidence and resilience.