Dyslexia Foundation

The study aimed to investigate the teachers’ awareness regarding twice-exceptional students. We investigated two domains of such awareness, namely, awareness of special needs, learning difficulties, and socio-emotional problems faced by the twice-exceptional student and self-efficacy in the area of instructional strategies, legal regulations, and knowledge about how to proceed with the twice-excep- tional student. Our research has shown that teachers have a relatively high level of awareness of the specific needs of students with special educational needs, regardless of the cultural context. Teachers from Turkey, Poland and Bulgaria showed a higher awareness compared to their colleagues from the Czech Republic and Italy.