Słowa kluczowe
educational approaches
comparative study
teachers’ awareness
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Abstrakt
The study aimed to investigate the teachers’ awareness regarding twice-exceptional students. We investigated two domains of such awareness, namely, awareness of special needs, learning difficulties, and socio-emotional problems faced by the twice-exceptional student and self-efficacy in the area of instructional strategies, legal regulations, and knowledge about how to proceed with the twice-excep- tional student. Our research has shown that teachers have a relatively high level of awareness of the specific needs of students with special educational needs, regardless of the cultural context. Teachers from Turkey, Poland and Bulgaria showed a higher awareness compared to their colleagues from the Czech Republic and Italy.
Finansowanie
This research was financed by the support of the European Commission under the Erasmus+ Programme (2023-1-TR01-KA220-SCH-000155741).
Bibliografia
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Licencja
Prawa autorskie (c) 2025 Şener Şentürk, Marcin Gierczyk, Dagmara Dobosz, Banu İlhan Emecan, Daniela Bonevam Florian Gallo, Idil Kefeli, Lenka Krejcova, Marcin Moroń, Murat Vural, Serdar Ozmen, Katarína Šoltis Smith
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.