Keywords

twice-exceptional; autism; gifted; support; education; 2e

Abstract

This thesis explores best practices for supporting the social, emotional, and academic needs of 2E students through an educational lens. Using a qualitative meta-analysis of eight peer-reviewed case studies and research articles, the goal was to identify common themes and interventions that effectively address the complex needs of this population. Four primary themes emerged from the studies: inclusive and supportive environment, awareness and professional development, collaboration and communication, and individualized instruction and enrichment. Prevalence was calculated to determine the relative emphasis of each theme across sources, with “inclusive and supportive environment” and “individualized instruction and enrichment” appearing most frequently. Results highlight the importance of flexible classroom environments, teacher empathy, social-emotional learning, and strength-based approaches to education. This study also underscores the role of multi-disciplinary collaboration and teacher training in improving preparedness. This research contributes to the growing body of literature on 2E education by synthesizing effective strategies and emphasizing the need for systemic changes in faculty education and academic infrastructure. The results are relevant to educators, school psychologists, administrators, and policymakers seeking to create more inclusive learning experiences for gifted students with neurodevelopmental or learning disabilities.

Thesis Completion Year

2025

Thesis Completion Semester

Summer

Thesis Chair

Neal, Raymonde

College

College of Sciences

Department

Department of Psychology

Thesis Discipline

Psychology

Language

English

Access Status

Campus Access

Length of Campus Access

5 years

Campus Location

UCF Online

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Restricted to the UCF community until 8-15-2030; it will then be open access.

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Rights Statement

In Copyright