Teaching Learners who are Potentially Gifted and Learning Disabled (Twice-Exceptional): A Case Study in Singapore Preschools

Singapore's Early Childhood Care and Education emphasises inclusive practices and early intervention. However, twice exceptionality(2e) is relatively unexamined. This qualitative case study is drawn from the perspectives of preschool teachers on teaching potential 2e preschoolers. Using grounded theory data analysis, findings highlight the need for a national and school-level network of support for preschool teachers through a reform of current inclusive education narratives and teacher training schemes, and the operationalisation of strengths-based identification protocols, preschool programming options and classroom resources. This study has implications for preschool policymakers, school leaders, curriculum and resource developers and practitioners regarding 2e identification and intervention.