Voices of twice exceptional students in their first year of higher education

ABSTRACT

This study analyzed the trajectories of five twice-exceptional students during their first year of higher education. The aim was to identify the personal and contextual barriers they faced and the enabling factors available to them. Based on a qualitative approach and a multiple-case design, narrative interviews were conducted with the participants. Three main themes emerged from the thematic analysis: (1) higher education learning; (2) twice-exceptional student identity; and (3) educational trajectory. Results revealed that, despite the challenges of higher education transition, participants view the experience positively for its diversity and pluralism, which enable them to access a broad knowledge base, achieve greater self-knowledge, and construct an identity as twice-exceptional students. It also gives them the opportunity to analyze their educational trajectory and the turning points that have shaped it. The results serve to guide twice-exceptional students through their university experience, to ease their transition to higher education, and to promote their academic and socio-emotional well-being. Furthermore, they support the formulation of educational strategies and policies that address the specific needs of twice-exceptional students and promote their academic success in higher education.

KEYWORDS:

• ADHD
• gifted
• higher-education
• trajectory
• twice-exceptional

Acknowledgments

The authors acknowledge the students that participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by Agencia Nacional de Investigación y Desarrollo (ANID), FONDECYT Postdoctoral Project [3210818], Programa de Investigación Asociativa Project [SCIA ANID CIE160009].

Notes on contributors

Katia Sandoval-Rodríguez

Katia Sandoval-Rodríguez Teacher in Special Education, Doctor in Education, Professor at Pontificia Universidad Católica de Valparaíso, Chile. Her main research topics are the identification and characterization of Twice Exceptional students and the characterization and identification of people with Autism (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) in different contexts using a development model of executive functions.

María Leonor Conejeros-Solar

María Leonor Conejeros-Solar Psychologist, Doctor in Education, Professor at Pontificia Universidad Católica de Valparaíso, Chile. Her research interests are educational psychology; inclusive education, academically talented students from underprivileged socioeconomic backgrounds, gifted women, intellectual precocity, and socioemotional issues of gifted and twice-exceptional students.