Teachers’ Perceptions of Professional Development Needs for Identifying and Supporting Twice-Exceptional Students in Inclusive Schools in Saudi Arabia

Twice-exceptional (2e) students who demonstrate high potential alongside disability-related needs are frequently underserved in inclusive classrooms, which in part might be related to teachers’ limited preparation. This qualitative phenomenological study aims to explore Saudi teachers’ perceptions of professional development (PD) needs for identifying and supporting 2e students in inclusive public schools. We conducted in-depth semi-structured interviews with 12 teachers (7 male, 5 female; ages 25–55) from four schools in Hail city. Five were general education teachers, three were gifted education teachers, and four were special education teachers. After analyzing the data, the findings revealed three major themes and several subthemes: (a) Understanding the Unique Needs of 2e Students, (b) Barriers to Effective Teacher Training, and (c) Impact of Inadequate Training on Teaching and Learning. The study findings offer insights into the gap between teachers’ conceptual awareness and their practical preparedness, suggesting that practice-oriented training is perceived as a critical need for successful identification and educational support for 2e students in the inclusive classroom.