Date Created

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

First Advisor

Youngs, Suzette

First Committee Member

Kyser, Christine

Second Committee Member

Holmes, Hichelle

Third Committee Member

Graefe, Amy

Abstract

Twice-exceptional (2e) individuals, those with high cognitive ability and concurrent disabilities, have been the primary focus in K-12 research, yet they largely disappeared from research as adults. This narrative inquiry examined the lived experiences of three 2e educators navigating the public school system. Grounded in the Neurodiversity Paradigm and the Social Model of Disability, the study utilized semi-structured interviews and photo elicitation to externalize the sensory and cognitive realities of 2e educators through an affirmative, strengths-based lens. Narrative analysis revealed a central synthesis of the paradox of 2e educator experiences that highlighted participants’ neurodivergent traits as simultaneously their greatest professional assets and primary sources of workplace trauma. Findings identified three resonant threads: (a) environmental curation as professional scaffolding, (b) the cost of compensation, and (c) relational advocacy and institutional friction. This study concluded that systems requiring 2e teachers to mask to maintain professional legitimacy failed their most empathetic advocates. To ensure the sustainability of 2e educators in the profession, the study recommended a shift toward neurodiversity-affirming educational workplace design that honors the natural abilities of 2e educators and supports their presence as essential bridges for the success not only of neurodivergent students, but all students.

Abstract Format

html

Keywords

twice-exceptional; 2e; narrative inquiry; photo elicitation; neurodivergence; neurodiversity; strengths-based; affirmative disability framework; gifted adults

Language

English

Extent

248 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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