안재현ㅣ한국장애인재단ㅣ「장애의재해석」ㅣ제6권 제2호ㅣ2025.12ㅣ23-54

초록

The recognition of twice-exceptional (2e) learners continues to grow, yet preservice special education teachers often receive inadequate preparation, which can lead to misconceptions and the under-identification of this unique population. To address this gap, this study investigated the impact of a brief, experiential school design task on 21 preservice special education teachers. Data were analyzed using repeated measures ANOVA and qualitative thematic analysis. The results revealed a significant improvement in 2e perceptions over time (F(2, 40)=8.20, p=.001, partial η²=.291). Notably, participants shifted their focus from quantitative metrics to social-emotional traits, facilitating a reinterpretation of disability as a characteristic coexisting with potential rather than a mere deficit. Although a preference for segregated placements persisted, reflecting limited background knowledge and experience regarding 2e, the findings suggest that even brief experiential learning can effectively foster a strength-based perspective. These results highlight the need for sustained training on inclusive educational approaches specifically for 2e learners.

주제어: Twice-exceptional students, Preservice special education teachers, Inclusive education, Perception, Giftedness