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Introduction

Twice-exceptional (2e) students, defined as individuals who are both gifted and have a disability such as Autism Spectrum Disorder (ASD), present unique challenges in educational settings. While traditional support strategies for gifted students or students with disabilities may be effective for these populations individually, they may not adequately address the needs of students who are both gifted and have a disability. Thus, there is a growing need for research on effective strategies for supporting 2e students, particularly those with ASD.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of twice-exceptional students
2.2 Characteristics of gifted students with ASD
2.3 Challenges faced by 2e students with ASD
2.4 Existing support strategies for 2e students
2.5 Gaps in the current literature
2.6 Theoretical frameworks for supporting 2e students
2.7 Best practices for supporting 2e students
2.8 Parent and teacher perspectives on supporting 2e students
2.9 Cultural considerations in supporting 2e students
2.10 Technology and its role in supporting 2e students

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Limitations of the study
3.8 Future research directions

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Comparison of support strategies for 2e students
4.3 Implications for practice
4.4 Recommendations for educators and policymakers
4.5 Areas for future research

Chapter 5: Conclusion
5.1 Summary of findings
5.2 Contributions to the field
5.3 Implications for practice
5.4 Limitations of the study
5.5 Conclusion

Thesis Overview on Strategies for Supporting Twice-Exceptional Students (Gifted Students with Autism Spectrum Disorder)

Twice-exceptional (2e) students, who are both gifted and have a disability such as Autism Spectrum Disorder (ASD), pose a unique challenge for educators. This thesis aims to explore effective strategies for supporting 2e students with ASD in educational settings. The literature review examines the characteristics of 2e students, challenges they face, existing support strategies, gaps in the current literature, theoretical frameworks, best practices, and technology’s role in supporting 2e students. The research methodology section outlines the study design, participants, data collection methods, analysis, ethical considerations, and limitations. The discussion of findings compares support strategies, presents implications for practice, and offers recommendations for educators and policymakers. The conclusion summarizes the findings, discusses contributions to the field, suggests areas for future research, and acknowledges the study’s limitations. Ultimately, this thesis seeks to contribute to the development of effective support strategies for 2e students with ASD, helping them reach their full potential in educational settings.

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