Impact of Professional Development on Ancillary Staff’s Knowledge and Confidence in Supporting Twice-Exceptional Students

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書目詳細資料
發表在:	Education Sciences vol. 15, no. 9 (2025), p. 1220-1236
主要作者:	Margot, Kelly C
其他作者:	Do-Hong, Kim, Floyd, Chandra B
出版:	MDPI AG
主題:	United States > US Students Gifted education Teachers Learning Professional development Literature Reviews Language Arts Educational Research Learning Problems Occupational Therapy Meetings Learning Theories Learning Experience Individualized Programs Individualized Instruction Educational Change Professional Personnel Family (Sociological Unit) Individualized Education Programs Beliefs Advocacy Expectation Creativity Academically Gifted Outcomes of Education Opportunities Professional Education Educational Experience Programming
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實物特徵
Resumen:	In a large, urban US public school district that began a new identification system for gifted education focused on the equity and inclusion of twice-exceptional (2e) students, a need for the further training of educators involved with assessment, services, and planning with this unique group of students was warranted. After attending a professional learning (PL) event, 243 ancillary staff members (school psychologists, social workers, occupational and physical therapists, and speech/language pathologists) completed a survey with both closed- and open-ended responses. This study was guided by the research question: How does professional development on twice-exceptional (2e) students affect ancillary staff’s knowledge and confidence for supporting 2e students? The survey results provided valuable insights (themes) into participants’ perceptions of their understanding and ability to support 2e students after the PL session.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15091220
Fuente:	Education Database