9 extractive question-and-answer pairs built from Twice-Exceptionality (2e): A Perspective of Pre-service and In-service Special Educators | Voices of Teachers and Teacher Educators, published by ejournals.ncert.gov.in. Source-evidenced topics include twice-exceptionality (2e), twice-exceptional learners, pre-service special educators, in-service special educators, inclusive schools, individualized education plans (ieps), differentiated instructions, educational gap. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 4 factual, 2 list, 2 summary, 1 definition. 5 of the 9 pairs (55.6%) ask explanatory questions; the remaining 4 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset examines the perspectives of pre-service and in-service special educators on twice-exceptionality (2e) in the National Capital Region of Delhi. It includes nine question-and-answer pairs derived from a study published by ejournals.ncert.gov.in. The research focuses on the awareness, strategies, and challenges faced by educators in addressing the needs of twice-exceptional learners—students with both high intellectual abilities and specific learning challenges. Key findings highlight gaps in training, resources, and understanding, as well as the widespread use of Individualized Education Plans (IEPs) to support these learners. The dataset provides verbatim answers and contextual information for each question, enabling detailed exploration of the study's findings.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ejournals-ncert-gov-in-fb33dbc22816134dbd1c7c938367fd53")
df.head()First 9 of 9 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What are twice-exceptional learners characterized by? | the coexistence of high intellectual abilities and specific learning challenges or disabilities, or any other developmental disability | Published 2026-02-12 This research aims to study the awareness of pre-service and in-service special educators about twice-exceptionality and characteristics of twice-exceptional (2e) learners in the National Capital Region of Delhi (Delhi NCR). Twice-exceptional learners are characterized by the coexistence of high intellectual abilities and specific learning challenges or disabilities, or any other developmental disability making a unique set of needs that demand specialized attention in educational settings for the learner. This study employs a comprehensive survey method, engaging a diverse sample of 132 in-service and pre-service special educators teaching in inclusive schools across Delhi NCR. The pre-service teachers are the teacher trainees of B.Ed. and M.Ed. | 294 | definition | 0.980 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | Twice-exceptional learners are characterized by the coexistence of high intellectual abilities and specific learning challenges or disabilities, or any other developmental disability making a unique set of needs that demand specialized attention in educational settings for the learner. | p[0] | 0.700 | valid | |
| What do most educators believe is urgently needed to address the needs of twice-exceptional learners? | to learn about the concept of twice-exceptionality to develop new strategies which are suitable for the dual nature of such learners | Finding of the study reveals that 70% of special educators are aware of the term ‘ twiceexceptionality,’ however, only 53% of special educators are aware of the traits of twiceexceptional learners. The study also found that Individualized Education Plans (IEPs) are the most widely used strategy, with 80% of educators relying on it followed by differentiated instructions and assignments used by 58% of educators to cater to the learning needs of twice-exceptional learners. The findings of this research reflect that most of the educators believe that there is an urgent need to learn about the concept of twice-exceptionality to develop new strategies which are suitable for the dual nature of such learners to address their gifted skills as well as learning challenges. | 578 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | The findings of this research reflect that most of the educators believe that there is an urgent need to learn about the concept of twice-exceptionality to develop new strategies which are suitable for the dual nature of such learners to address their gifted skills as well as learning challenges. | ||||
| What is the focus of the research conducted in the National Capital Region of Delhi? | the awareness of pre-service and in-service special educators about twice-exceptionality and characteristics of twice-exceptional (2e) learners | Published 2026-02-12 This research aims to study the awareness of pre-service and in-service special educators about twice-exceptionality and characteristics of twice-exceptional (2e) learners in the National Capital Region of Delhi (Delhi NCR). Twice-exceptional learners are characterized by the coexistence of high intellectual abilities and specific learning challenges or disabilities, or any other developmental disability making a unique set of needs that demand specialized attention in educational settings for the learner. This study employs a comprehensive survey method, engaging a diverse sample of 132 in-service and pre-service special educators teaching in inclusive schools across Delhi NCR. The pre-service teachers are the teacher trainees of B.Ed. and M.Ed. | 49 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | Published 2026-02-12 This research aims to study the awareness of pre-service and in-service special educators about twice-exceptionality and characteristics of twice-exceptional (2e) learners in the National Capital Region of Delhi (Delhi NCR). | ||||
| What factors influence the understanding of twice-exceptional learners' needs in classrooms? | teaching experience, educational background of the educators, educators’ awareness levels about disabilities and giftedness, and deep understanding of multiple exceptionalities | this study explores the influence of various factors which may affect the understanding of the specific needs of twice-exceptional learners in classrooms, such as teaching experience, educational background of the educators, educators’ awareness levels about disabilities and giftedness, and deep understanding of multiple exceptionalities that might exist in an individual and the process of finding suitable solutions to the child and the parents to cushion the learning support for the individual. The implications of this study suggest that there is an opportunity gap, educational gap , training gap and lack of resources for diverse learning needs that has led to broaden the gap in understanding dual exceptionalities and, moreover, there is no evidence of any suggested practices or educational plan to be followed or to teach such learners in the near future. | 163 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | this study explores the influence of various factors which may affect the understanding of the specific needs of twice-exceptional learners in classrooms, such as teaching experience, educational background of the educators, educators’ awareness levels about disabilities and giftedness, and deep understanding of multiple exceptionalities that might exist in an individual and the process of finding suitable solutions to the child and the parents to cushion the learning support for the individual. | ||||
| What gaps have been identified in addressing the needs of twice-exceptional learners? | opportunity gap, educational gap , training gap and lack of resources for diverse learning needs | this study explores the influence of various factors which may affect the understanding of the specific needs of twice-exceptional learners in classrooms, such as teaching experience, educational background of the educators, educators’ awareness levels about disabilities and giftedness, and deep understanding of multiple exceptionalities that might exist in an individual and the process of finding suitable solutions to the child and the parents to cushion the learning support for the individual. The implications of this study suggest that there is an opportunity gap, educational gap , training gap and lack of resources for diverse learning needs that has led to broaden the gap in understanding dual exceptionalities and, moreover, there is no evidence of any suggested practices or educational plan to be followed or to teach such learners in the near future. | 557 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | The implications of this study suggest that there is an opportunity gap, educational gap , training gap and lack of resources for diverse learning needs that has led to broaden the gap in understanding dual exceptionalities and, moreover, there is no evidence of any suggested practices or educational plan to be followed or to teach such learners in the near future. | ||||
| What strategy is most widely used by educators to address the learning needs of twice-exceptional learners? | Individualized Education Plans (IEPs) | Finding of the study reveals that 70% of special educators are aware of the term ‘ twiceexceptionality,’ however, only 53% of special educators are aware of the traits of twiceexceptional learners. The study also found that Individualized Education Plans (IEPs) are the most widely used strategy, with 80% of educators relying on it followed by differentiated instructions and assignments used by 58% of educators to cater to the learning needs of twice-exceptional learners. The findings of this research reflect that most of the educators believe that there is an urgent need to learn about the concept of twice-exceptionality to develop new strategies which are suitable for the dual nature of such learners to address their gifted skills as well as learning challenges. | 224 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | The study also found that Individualized Education Plans (IEPs) are the most widely used strategy, with 80% of educators relying on it followed by differentiated instructions and assignments used by 58% of educators to cater to the learning needs of twice-exceptional learners. | ||||
| How many in-service and pre-service special educators teaching in inclusive schools across Delhi NCR? | 132 | Twice-exceptional learners are characterized by the coexistence of high intellectual abilities and specific learning challenges or disabilities, or any other developmental disability making a unique set of needs that demand specialized attention in educational settings for the learner. This study employs a comprehensive survey method, engaging a diverse sample of 132 in-service and pre-service special educators teaching in inclusive schools across Delhi NCR. The pre-service teachers are the teacher trainees of B.Ed. | 366 | factual | 0.370 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | This study employs a comprehensive survey method, engaging a diverse sample of 132 in-service and pre-service special educators teaching in inclusive schools across Delhi NCR. | p[0] | 0.800 | valid | |
| What percentage of special educators are aware of the traits of twiceexceptional learners? | 53% | The implications of this study suggest that there is an opportunity gap, educational gap , training gap and lack of resources for diverse learning needs that has led to broaden the gap in understanding dual exceptionalities and, moreover, there is no evidence of any suggested practices or educational plan to be followed or to teach such learners in the near future. Finding of the study reveals that 70% of special educators are aware of the term ‘ twiceexceptionality,’ however, only 53% of special educators are aware of the traits of twiceexceptional learners. The study also found that Individualized Education Plans (IEPs) are the most widely used strategy, with 80% of educators relying on it followed by differentiated instructions and assignments used by 58% of educators to cater to the learning needs of twice-exceptional learners. | 487 | factual | 0.370 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | Finding of the study reveals that 70% of special educators are aware of the term ‘ twiceexceptionality,’ however, only 53% of special educators are aware of the traits of twiceexceptional learners. | p[0] | |||
| What percentage of educators use differentiated instructions and assignments for twice-exceptional learners? | 58% | Finding of the study reveals that 70% of special educators are aware of the term ‘ twiceexceptionality,’ however, only 53% of special educators are aware of the traits of twiceexceptional learners. The study also found that Individualized Education Plans (IEPs) are the most widely used strategy, with 80% of educators relying on it followed by differentiated instructions and assignments used by 58% of educators to cater to the learning needs of twice-exceptional learners. The findings of this research reflect that most of the educators believe that there is an urgent need to learn about the concept of twice-exceptionality to develop new strategies which are suitable for the dual nature of such learners to address their gifted skills as well as learning challenges. | 397 | factual | 0.370 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5046 | The study also found that Individualized Education Plans (IEPs) are the most widely used strategy, with 80% of educators relying on it followed by differentiated instructions and assignments used by 58% of educators to cater to the learning needs of twice-exceptional learners. |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |
| 0.800 |
| valid |
| p[0] |
| 0.700 |
| valid |