Идентификация и диференциран педагогически подход при двойната изключителност на ученици с дарби и специални образователни потребности
Identification and Differentiated Pedagogical Approach to Twice-Exceptionality in Students with Gifts and Special Educational Needs

Summary/Abstract: This article examines the theoretical and practical challenges related to the identification and pedagogical support of twice-exceptional (2e) students – those who simultaneously possess high abilities and special educational needs (SEN). A central issue is the so-called “masking effect,” in which giftedness and difficulty obscure one another, leading to missed or incorrect identification and inadequate educational interventions. The article presents findings from a mixed-methods empirical study conducted at the Regional Center for Support of the Inclusive Education Process – Sofia City. As a result, a holistic model has been developed, incorporating an “Integrated Functional Assessment Framework” (IFAF-2e). This model operationalizes a “dual-focus” approach – simultaneous enrichment and compensation – and provides a methodological basis for preventing negative psychological outcomes and for delivering systematic support to 2e students within the Bulgarian educational system.

• Details
• Contents