ABSTRACT

Although they have the potential to excel, twice-exceptional (2e) students of mathematics do not usually have this opportunity as their special educational abilities, and special needs, are often misdiagnosed or “missed” diagnosed in schools due to the teachers’ lack of knowledge. The study explored this issue using an electronic survey for primary school teachers in four local authorities in England. It was planned as a pilot study to gather insights from a small number of schools aiming to identify areas for further study and larger-scale research. When comparing responses from teachers with gifted-related training and those without, the study found some knowledge of specific types of 2e students among both groups of teachers, but no significant difference between them. This raised concerns about the effectiveness of the training, as well as identifying areas that need further and more systematic research.

摘要

尽管他们具有出类拔萃的潜力，但是例外情况（2e）的数学学生通常没有机会，因为他们的特殊教育能力和特殊需求在学校经常由于教师的缺乏而被误诊或“遗漏”诊断。知识。该研究使用电子调查对英格兰四个地方政府的小学教师进行了探讨。计划将其作为一项试点研究，以收集少数学校的见解，旨在确定有待进一步研究和大规模研究的领域。当比较接受过资优培训的教师和未接受过资优培训的教师的回答时，研究发现两组老师对特定类型的2e学生都有一定的了解，但两者之间没有显着差异。这引起了对培训效果的担忧，