Teachers’ Perceptions of Professional Development Needs for Identifying and Supporting Twice-Exceptional Students in Inclusive Schools in Saudi Arabia

Twice-exceptional (2e) students who demonstrate high potential alongside disability-related needs are frequently underserved in inclusive classrooms, which in part might be related to teachers’ limited preparation. This qualitative phenomenological study aims to explore Saudi teachers’ perceptions o...

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Detalhes bibliográficos

Principais autores:	Yasir Ayed Alsamiri, Omar Abdullah Alsamani
Formato:	Artigo
Idioma:	Inglês
Publicado em:	MDPI AG 2026-02-01
coleção:	Education Sciences
Assuntos:	twice-exceptionality professional development special education gifted education inclusive education
Acesso em linha:	https://www.mdpi.com/2227-7102/16/3/366
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