A Qualitative Study of Parents’ Perspectives and Advocacy for Twice-Exceptional Children

Abstract

This qualitative study explored parents’ perspectives and advocacy efforts for twice exceptional children. The research aimed to understand how parents perceive twice exceptionality, how they support their children, and the barriers they encounter. An exploratory research design was employed, with data collected from six parents (N = 6) using purposive sampling. A twice-exceptional checklist, demographic form, and a semi-structured interview protocol were utilised for participant selection and data collection. Thematic analysis was conducted using Braun and Clarke’s (2006) six-step framework. Three major themes emerged: comparison, support, and barriers. Parents often compared their children with typically developing peers, expressing emotional distress over their children's social and emotional challenges. Despite these difficulties, parents actively supported their children through advocacy, provision of resources, and emotional care. Notably, mothers reported a lack of familial support, particularly from spouses, as a significant barrier. The findings underscore the need for comprehensive support systems and effective management strategies tailored to the unique needs of twice-exceptional children.