Identifying Twice-Exceptional Students: A Systematic Research Review
Year: 2025
Type: article
Study design: Systematic Review
Abstract: This article presents a systematic literature review with a specific focus on identifying twice-exceptional (2e) students. The review included 22 studies that met specific eligibility criteria: peer-reviewed empirical studies in English or Turkish on 2e identification, published in education, psychology, or social sciences. The analysis of the data followed an inductive approach to divide the studies into two primary themes: (1) those exclusively employing formal assessment methods and (2) those utilizing a combination of both formal and informal assessment methods. The findings demonstrated that nine studies relied on both formal and informal assessment methods for identification, while 13 studies used only formal identification, revealing a prevalent tendency toward the latter method in current identification practices. The studies also showed that both formal and informal assessment methods used multiple criteria for identifying 2e students, which suggests that no single criterion should be used to identify 2e students.
Source: Journal of Advanced Academics
Authors: Belgin Ozturk, Sema Tan
Institutions: Gazi University, Sinop University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4415439928