Teacher experiences with twice-exceptional students

We investigated the observations and experiences of k-12 teachers and school counselors with twice-exceptional students. For this purpose, we used the phenomenological research design. The study group consisted of nine teachers and two counselors who had working experiences with twice-exceptional students. We prepared and used an interview form to collect the data via interviews held with teachers and counselors. Additionally, we conducted a focus-group interview with three teachers. Results show various prominent characteristics of 2e students from the views of teachers and counselors such as creativity, solid verbal skills in areas of interest, inconsistent academic performances, and restlessness. Participating teachers and counselors expressed the need for professional development and collaboration when working with twice-exceptional students. Several recommendations were made, specifically for teachers and counselors.