Non-Vısible Hierarchy Between Giftedness and Disability: Metaphoric Perceptions on Twice Exceptionality

Abstract

This study investigates the metaphorical perceptions of special education teacher candidates regarding twice-exceptionality (2E), a concept characterized by the co-occurrence of giftedness and disability. Despite increasing recognition, ambiguous definitions and potential masking effects often lead to the oversight and misdiagnosis of 2E individuals’ needs. This research aims to examine how future special education teachers perceive the relationship between giftedness and disability within the 2E context and whether a normative hierarchy exists in their perceptions. In the study that qualitative phenomenological design was employed, data were collected from 210 special education teacher candidates enrolled at Anadolu University,Türkiye using an open-ended questionnaire that elicited metaphorical expressions related to giftedness, disability, and 2E. Valid responses were obtained for giftedness (n=153), disability (n=138), and 2E (n=143) and non-metaphorical responses were excluded. Content analysis was used to categorize and analyze the metaphors, and perceptions of participants who had and had not taken a 2E course were compared. The findings reveal diverse metaphorical understandings of giftedness, disability, and 2E. A significant prevalence of metaphors associating giftedness with valuable and rare entities indicates a societal perception that giftedness is inherently superior. Conversely, metaphors related to disability further reinforce this hierarchical perception. However, metaphors from participants who had taken the 2E course revealed that beyond its contradictory elements, 2E is also perceived as complex, functional, holistic, and multifaceted. These findings underscore the critical need for comprehensive education to foster a holistic understanding of 2E among future educators, supporting inclusive educational practices that address both the strengths and challenges of 2E students without prioritizing one over the other. The study highlights the importance of challenging normative hierarchies in perceptions of giftedness and disability.