The aim of our study is to get an overview of the studies on twice-exceptional and reveals the bibliometric features of this subject. This research is a survey model and descriptive research design is used. In this study, the Scopus database which contains many different disciplines has used. Only the articles have taken into consideration in the survey, and the obtained studies consisted of 96 articles between 1999-2020 years. In analyzing the data, the bibliometric analysis method has used. The bibliometric analysis of the obtained data has visualized by the VOSviewer program. As a result of this research; the distribution of the studies on the concept of twice-exceptional according to the publication years, citation counts by years, working places, countries and universities in which they are published, journals which they are published, citing numbers of publications, ınformation such as the frequency of keywords used in publications have analyzed. In addition, a number of statistical information has presented about the general structure of the keywords used in the publications on the subject. The study is thought to bring an overview of the studies on twice-exceptional and will provide preliminary information to the researchers in future studies.

No abstract

The aim of this study is to examine knowledge of prospective special education teachers about IQ, intelligence, ability, special ability, giftedness, intelligence theories and intelligence tests which are important subjects in teacher education programs for special education majors which form the basis for the education of gifted and talented students. In this study, descriptive research method was used. The participants consisted of 99 sophomores studying at two state universities in Turkey. A questionnaire consisting of eight questions was used. The data were analyzed by grouping them into the categories by 3 researchers (inter-encoder compatibility ratio=.82) and by calculating frequencies and percentages related to each category. The findings have shown that students are aware of intelligence tests in spite of their failure to indicate Vineland scale however they cannot sufficiently distinguish relevant concepts such as ability, special ability, intelligence, and giftedness and they cannot describe IQ well enough.