Abstract:

The heterogeneity not only of schools, but also of pupil collectives entails increased demands on the competence of teachers. One of the current challenges is the education of twice exceptional pupils, which requires some specific teaching strategies and methods, both at the diagnostic and educational levels. That's why the cooperation of experts is necessary, who, using adequate diagnostic both process and materials, establish a diagnosis of giftedness and subsequently propose adequate educational procedures. All this process must involve the cooperation of professionals such as teachers, psychologists, special educational needs teachers and others. An irreplaceable role is also played by the pupil's parents and, last but not least, the pupils themselves. The aim of the text is a pragmatic discourse concerning the identification of twice exceptional pupils. We realized a couple of different interviews with selected representatives of the teaching and parenting public were conducted as part of the interpretive research strategy. The examined sample was also the pupils with whom we worked in our research project. The project empirical data were sorted, coded, analyzed in accordance with ground theory, and the research findings provide very specific descriptions of the contexts of identification, diagnosis, school education, and of course the lack in the area of appropriate support for those pupils.

Keywords:

Twice exceptional, pupils, school, education.