The effectiveness of an awareness program developed on twice exceptional students on the knowledge, awareness, and self efficacy levels of pre-service special education teachers

The aim of this research is to examine the effect of the Awareness Program about Twice exceptional students on the knowledge, awareness and self-efficacy levels of special education teacher candidates about twice exceptional individuals. The concept of twice exceptionality is relatively new in the literature, and the number of studies addressing this topic remains limited. Particularly in Türkiye, research focusing on the education, needs, and support of twice-exceptional individuals is scarce, although there has been a noticeable increase in recent years. In this context, the present study holds significant importance as it aims to fill this gap in the literature and contribute to a more comprehensive understanding of the educational and psychosocial needs of twice-exceptional individuals. A 2x2 pre-test-post-test experimental and control group experimental design was used as the research design. The study group of the research consists of a total of 30 teacher candidates, 15 in the experimental and 15 in the control group, who are studying in the Special Education Teaching Department in the 2024-2025 academic year and were determined by the purposeful sampling method. The Awareness Program about Twice exceptional Students consisting of 6 sessions was developed by obtaining expert opinions. In the research, Twice exceptional Students Teacher Knowledge Test, Twice exceptional Students Teacher Self-efficacy Scale, Twice Special Awareness Scale were used as measurement instruments. The data obtained from the tests and scales were statistically analyzed with the SPSS 21 package program and then the results were interpreted. According to the results obtained, it was found that the posttest score (x= 10.00) of the experimental group from the knowledge test was significantly higher than the pretest score (x= 7.87), and the posttest score (x= 10.00) of the experimental group was significantly higher than the posttest score (x= 8.20) of the control group. According to the results obtained from the other scale, it was found that the self-efficacy posttest score (x= 52.87) of the experimental group was significantly higher than the pretest score (x= 33.93), and again the self-efficacy posttest score (x= 52.87) of the experimental group was significantly higher than the self-efficacy posttest score (x= 43.33) of the control group. Finally, it was concluded that the awareness posttest score of the experimental group (x= 67.93) was significantly higher than the pretest score (x= 56.00) and the awareness posttest score of the experimental group (x= 67.93) was significantly higher than the awareness posttest score of the control group (x= 53.27). According to these results, it was evaluated that the program positively affected the knowledge, self-efficacy and awareness levels of the special education teacher candidates and the implemented program was sufficient and useful. Based on these results, it is thought that this and similar studies can be effective in raising awareness in different groups (educators, family, society, etc.) about twice different students. In this context, the awareness program can be considered to enhance pre-service teachers' competencies in recognizing twice-exceptional individuals, observing their needs, developing appropriate intervention methods, and applying differentiated instructional strategies. Furthermore, it supports teachers in cultivating empathy and inclusive approaches, while also strengthening their perceptions of professional self-efficacy. The gains achieved through the awareness program contribute to the creation of more effective, responsive, and holistic educational environments for twice-exceptional students.