Professor Western Connecticut State University, Connecticut
What is the impact of professional development about best practices surrounding equitable services for Twice-Exceptional (2e) children on Title I educators? A mixed-methods study examining educators' self-reported knowledge, skills, and perceptions of 2e children’s characteristics resulted in their ability to construct more referrals to identify and serve these students. Takeaways include research-based activities applicable to rural Title I schools.
Learning Objectives:
Learn about the diversity of rural school environments and what challenges are present among 2e learners in Title I schools.
Apply professional development topics from the study to increase educator knowledge and skills for working with 2e learners.
Implement research-based activities to create equitable access to services for rural 2e learners in Title I schools.
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