Leveraging Faculty Strengths

Building Awareness for Twice-Exceptional Learners

Abstract

Despite increasing attention to diversity in gifted education, twice-exceptional (2E) learners remain underidentified and underserved, likely due to persistent gaps in teacher preparation. This article presents a collaborative initiative between gifted and special education faculty to embed gifted education content into initial teacher preparation programs. Through a pilot lesson using fictional case studies, preservice teachers (PSTs) engaged in an authentic decision-making lesson to identify potential giftedness, particularly among students with disabilities. The lesson highlighted the need for sustained, scaffolded instruction for PSTs on the nature and needs of gifted and 2E learners. We advocate for integrating gifted education across PSTs’ practicum experiences, leveraging faculty strengths, and aligning with revised CEC-NAGC standards. The discussed initiative is a replicable model for other teacher preparation programs seeking to address the complexities of gifted and 2E identification and instruction through intentional collaboration and evidence-based practices.