Supporting Twice-exceptional Students in Higher Education: Connecting Theory and Practice for the Creation of Inclusive Learning Environments

This practical and action-oriented book focuses on addressing the educational needs of twice-exceptional students in higher education.

Drawing on the experiences of educators, this book discusses various challenges academic teachers face in meeting the needs of these students while presenting practical strategies that can be easily implemented in colleges and universities. Chapters not only provide a comprehensive overview of the latest research and findings in special and inclusive education, but also feature applications of the theoretical concepts and models discussed to provide interventions and techniques that can be used by educators and stakeholders in the education system.

Challenging the status quo and debunking myths surrounding twiceexceptionality, this book will pave the way for educators to implement effective educational strategies that uplift and empower these gifted and challenged learners within the higher education landscape and beyond.

Marcin Gierczyk is a Doctor of Social Sciences in Pedagogy and Associate Professor at the Institute of Pedagogy of the University of Silesia in Katowice, Poland. He is a crisis intervention specialist focusing on domestic violence and child protection. He is also an associate member of the McGill Centre for Research on Children and Families (CRCF) in Canada and an Honorary Research Fellow at the Jubilee Centre for Character and Virtues, School of Education, the University of Birmingham (UK).

Ewa Wojtyna is psychiatrist, psychologist, supervisor and cognitivebehavioural psychotherapist, and Head of the Psychiatry Department at the Institute of Medical Sciences at the University of Opole.

Colleen Willard-Holt has spent 30-plus years as a researcher, professor and consultant in the field of twice-exceptionalities. She holds degrees in both education of persons with disabilities and cognitive gifts.

Ewa Bielska is an Associate Professor at the Institute of Pedagogy, University of Silesia. Her research focuses on the issues of interdisciplinary perspectives of trauma studies and their application in educational research, as well as the issues of resistance theories.

Dagmara Dobosz holds a doctorate in Social Science. She works at the Pedagogy Institute of the University of Silesia in Katowice (Poland). She is the author of several dozen scientific publications. Her research interests revolve around the issues of gender, human sexuality, the sexualization of culture and the well-being of children and adolescents.

Magdalena Bełza-Gajdzica is a special educator and academic teacher at the University of Silesia. She researches the experiences of students with disabilities in higher education and promotes universal design. She co-develops national and international projects on special education and works as an expert for the Institute of Educational Research.

Agnieszka Gromkowska-Melosik serves on the Committee of Educational Sciences, Polish Academy of Sciences. She is a chair of the Department of Multicultural Education and Research on Social Inequalities at the Faculty of Educational Studies at Adam Mickiewicz University in Poznan´ and the Editor in Chief of the international Journal of Gender and Power. She is the author of 11 books, editor and co-editor of 13 books, and has written some 80 articles on sociology of education, contemporary problems of youth and multicultural society.