Multidimensional Identification of Twice-Exceptional Gifted Deaf Students: A Mixed-Methods Study Integrating Teacher and Family Perspectives

Abstract

Twice-exceptional gifted students who are deaf or hard of hearing remain under-identified and under-researched in gifted education. The coexistence of high cognitive potential and communication-related disability often creates masking effects that complicate identification. This study aimed to examine twice-exceptionality in deaf learners through a multidimensional assessment combining behavioral ratings, language and reading measures, and qualitative reports from teachers and families.

Using a convergent mixed-methods design, the study included 12 deaf students enrolled in a specialized educational setting in Egypt. Quantitative data were collected through the Renzulli Home and School Rating Scales, a self-concept scale for deaf students, a reading skills assessment, and a sign language communication questionnaire. Qualitative data were obtained from systematic analysis of school and family reports. Quantitative analyses included reliability estimation, inter-rater agreement, nonparametric correlations, permutation testing, and effect size estimation. Qualitative data were analyzed using directed thematic analysis.

Results showed that general intellectual ability, leadership, and creativity were the strongest indicators of giftedness, whereas language-based performance was more variable. Moderate to strong agreement was found between teacher and parent ratings. Communication competence and reading comprehension were significantly associated with academic gifted characteristics. Qualitative findings highlighted masking effects, visual learning strengths, and contextual influences on identification. The study proposes a multidimensional, culturally responsive framework for identifying twice-exceptional deaf learners