Twice exceptionality in neoliberal education cultures: Implications for special educational needs co‐ordinators

‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area learning. A popular discourse around autism savantism United States promotes hierarchical differentiation ‘twice exceptional’ based on measured intelligence commodifies support for this group. Such is designed to appeal neoliberal ethos seeking competitive advantage marketised system. Alternatively, special educational needs co-ordinators (SENCOs) could raise awareness promote non-hierarchical understanding schools, thereby highlighting what missed when allegedly science-based discourses become hegemonic within education governmentally mandated accountability practices are prioritised over professional judgement interests individual students. Calls be recognised as SEN/D category risk additional pressures SENCOs at time governmental demands throughout COVID-19 pandemic have served heighten existing tensions associated with neoliberalisation (commercialisation, commodification, decentralisation, residualisation). Nevertheless, play key role addressing longer-term processes affecting children dis/abilities difficulties such stigmatisation and, instance, discriminatory configurations ‘giftedness’.