Randomized trial examines improved support for twice-exceptional learners through advanced training.
Key Points
This research aims to determine how advanced training in strength-based assessment impacts graduate students' approaches to supporting twice-exceptional learners.
Conducted within a graduate institution focused on strength-based education.
Used a design-based research methodology to refine a practicum course.
Trained students to apply ecological systems, self-determination, and talent development theories.
Quantitative and qualitative data showed significant growth in student confidence and understanding.
Participants reported a stronger commitment to implementing strength-based practices.
Emphasized the need for more modeling and experiential learning opportunities.