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

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Publicat a:Education Sciences vol. 15, no. 9 (2025), p. 1220-1236
Autor principal: Margot, Kelly C
Altres autors: Do-Hong, Kim, Floyd, Chandra B
Publicat:
MDPI AG
Matèries:
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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Resum: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
Font:Education Database