Identification and Differentiated Pedagogical Approach to Twice-exceptionality in Students With Gifts and Special Educational Needs
Year: 2026
Type: article
Abstract: This article examines the theoretical and practical challenges related to the identification and pedagogical support of twice-exceptional (2e) students – those who simultaneously possess high abilities and special educational needs (SEN). A central issue is the so-called “masking effect,” in which giftedness and difficulty obscure one another, leading to missed or incorrect identification and inadequate educational interventions. The article presents findings from a mixedmethods empirical study conducted at the Regional Center for Support of the Inclusive Education Process – Sofia City. As a result, a holistic model has been developed, incorporating an “Integrated Functional Assessment Framework” (IFAF2e). This model operationalizes a “dual-focus” approach – simultaneous enrichment and compensation – and provides a methodological basis for preventing negative psychological outcomes and for delivering systematic support to 2e students within the Bulgarian educational system.
Source: Pedagogika-Pedagogy
Author: Kaloyan Damyanov
Institution: Sofia University "St. Kliment Ohridski"
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Funder: European Commission
Award: G2566934999
OpenAlex ID: W7204688236