İki Kere Farklılık Potansiyeli Tarama Listesinin Geliştirilmesi

Abstract

The purpose of this study was to develop a measurement tool to screen individuals who are likely to be twice exceptional. The study employed an exploratory sequential mixed method design. The qualitative research study group consisted of 14 participants (11 teachers and three researchers) determined by snowball sampling method. The qualitative data collected through individual interviews (with eight teachers), focus group interviews (with three teachers), item development sessions (with three researchers), and literature review were analyzed using content analysis and used for developing an IKFTL item pool. The IKFTL item pool consisted of 67 items with four sub-categories. Furthermore, the quantitative research study group consisted of 300 teachers determined by the convenience sampling method and was used to investigate the psychometric properties of IKFTL. Psychometric properties of IKFTL were tested using the exploratory and confirmatory factor analysis for four subcategories, top-bottom 27% reliability coefficients, Cronbach α, and McDonald ω reliability coefficients. The results showed that the four-category IKFTL consisting of 50 items met the validity and reliability criteria. The IKFTL predicted that 29% to 36% of students demonstrated high potential of twice-exceptionality. Moreover, 13.33% of their teachers received training on twice-exceptionality. However, whether they received training on twice-exceptionality did not make a significant difference in IKFTL sub-dimension scores. The learning disability and attention deficit sub-categories scores in IFTL for the students perceived as successful by their teachers were higher than those perceived as unsuccessful.