Critical Issues in the Identification of Twice-exceptional Children: A Systematic Review with Qualitative Synthesis

Abstract

The present study aims to identify key issues in the identification of twice-exceptional (2e) children by systematically reviewing existing literature to improve learning opportunities and develop an effective identification toolkit. A range of databases including Google Scholar, PubMed, ERIC, and EBSCO, were used to collect relevant articles published between 2000 and 2020. The study applied clear inclusion criteria, focusing on peer-reviewed and full-text studies specifically related to the identification of twiceexceptional children. This qualitative synthesis analyses data from 17 selected studies to explore the critical challenges involved in identifying 2e children. From this review, a total of nine critical issues were identified, highlighting significant barriers in recognising twice-exceptionality. These issues include a lack of definition, no clear identification criteria, compensation, masking, insufficient training for teachers, lack of professionalism, and an overemphasis on learning disabilities rather than recognising children’s potential strengths. The analysis emphasises the need for better awareness and understanding among teachers, caretakers, educators, and policymakers. Focusing on these critical issues, this study seeks to illuminate the pathways for improved identification methods. It encourages a shift towards emphasising the strengths of 2e children rather than focusing on their challenges. Such an approach is vital in providing individualised support to maximise their potential for success. Ultimately, the findings of this study could significantly contribute to enhancing identification processes, thereby offering better opportunities for 2e children to thrive in their educational and personal development.