Throughout my career, the phrase “I know a kid like that” has often emerged during discussions about educational technology (edtech) and the social-emotional needs of students. Twice-exceptional (2e) students, characterized by the coexistence of high abilities and learning disabilities, thrive in programs that cater to their holistic development—a goal that traditional education systems often miss (Baum et al., 1990; Villanueva et al., 2019). While edtech has the potential to boost academic success and motivation, it is insufficient as a standalone solution for addressing the complex needs of 2e students. Effective support for 2e students necessitates a nurturing and flexible environment created by educators who are able to adapt to each student’s unique strengths and challenges. A comprehensive approach where technology serves as a tool rather than a remedy is essential. In addition, teachers must understand the complexities of twice-exceptional students. Therefore, it is critical to prepare educators before implementing new edtech resources.
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