SPECIAL EDUCATION TEACHERS' VIEWS ON TWICE EXCEPTIONAL PRIMARY SCHOOL STUDENTS’ PROBLEMS AND SOLUTIONS

Twice-exceptional students (2E) exhibit a combination of two distinct conditions. Consequently, 2E students face a dual disadvantage compared to their peers. Throughout primary school, classroom teachers and special education teachers are responsible for supporting 2E students. The opinions of special education teachers regarding the problems and solutions faced by 2E students are particularly valuable. Therefore, the current study aims to reveal the views of special education teachers on the issues of twice-exceptional students, including their challenges and proposed solutions. Regarding the research method, qualitative research and content analysis were used. A total of 71 special education teachers participated in the study. As a result of the research, the special education teachers defined twice-exceptional students in 6 different forms. They generated 20 themes and 360 codes related to the problems and solutions for twice-exceptional students. The problem themes with the highest number of codes were identification problems, lack of teacher training, and lack of education programs. The solution themes are early and detailed identification, psychological and behavioral support, and individualized mixed programs. Based on the research findings, the necessity of early identification, teacher education, and an educational and psychological-behavioral program has emerged. Research findings are discussed within the framework of the relevant literature.