The article aimed to study and highlight the main educational needs of gifted and "twice exceptional" learners in inclusive educational settings. The article used qualitative and quantitative methodology to study the specifics of the "twice exceptionality" problem, the nature of its manifestation, and the difficulties that arise in the educational process.
Data-based analysis and semi-structured interviews were conducted with five specialists working in the "Shirakatsy Lyceum" International Scientific and Educational Complex. The demographic data of 1,200 learners was studied to highlight the primary educational needs that can emerge as a result of twice-exceptionality and to analyse the needed methodological approaches and required environmental adaptations for facilitating the educational process. The study's data analysis combined descriptive and quantitative data analysis methods.
Current research results have shown that learners who considered being twice exceptional and having correctly identified as gifted hyperactive experienced diverse challenges in the classroom and at school since special instructional strategies to help them reach their potential were still missing. At the same time, schools and families of twice-exceptional learners have to develop and be ready to address the needs of such learners more effectively and in a structured way.
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