Challenges in Identifying Twice-Exceptional Children: Descriptive Findings From Parents and Teachers

This study explores the challenges and contextual factors influencing the identification of twice-exceptional (2e) children within a national educational and health context. Drawing on qualitative interview data from parents and teachers, the study highlights how systemic barriers and communication gaps hinder timely and accurate recognition of complex developmental profiles. Although the initial purpose of the interviews was to understand the ecological context of developmental assessment, the findings revealed critical insight into the broader identification process of 2e children. A descriptive qualitative design was employed, drawing on interviews conducted within three child cases. In total, eight participants were interviewed, including three mothers, three fathers, and two  teachers who were directly involved in the developmental and educational contexts of these children. Thematic analysis revealed three interconnected themes: misalignment between parental and institutional perceptions, lack of diagnostic clarity and professional consensus, and the emotional and bureaucratic burdens faced by families. The findings emphasize the need for more flexible, collaborative, and context-sensitive assessment practices to ensure more accurate and equitable identification of twice-exceptional children.