Świadomość nauczycieli dotycząca uczniów o podwójnej wyjątkowości i stosowane wobec nich podejścia edukacyjne: analiza porównawcza Turcji, Polski, Czech, Włoch i Bułgarii
Teachers' Awareness of Twice-Exceptional Students and Educational Approach Toward them: A Comparison of Turkey, Poland, the Czech Republic, Italy, and Bulgaria

Summary/Abstract: 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-exceptional 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.

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