Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rebecca S. Harrison

Keywords

twice-exceptional, self-determination theory, educator preparation, autonomy, competence, relatedness, gifted and special education

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study was to describe the lived experiences of gifted and special educators as they facilitate the psychological needs of autonomy, competence and relatedness in twice-exceptional learners in schools with gifted and special education programming within the United States. The theory that guided this study was the self-determination theory, which offered a framework to explore teachers' experiences supporting 2e students. The central research question was: What are the lived experiences of gifted and special educators as they facilitate the psychological needs of autonomy, competence and relatedness for twice-exceptional students? This question was studied using transcendental phenomenology to explore and describe gifted and special educators' experiences teaching 2e students. Eleven participants were recruited. Data was collected using questionnaires, one-on-one interviews, and one or more artifacts. Using three methods helped gather a complete understanding of how educators facilitate these psychological needs. According to Moustakas' data analysis process, I coded the data, created themes from the coding, developed a textural and structural description of each experience, then created a textural-structural description of the group experience and synthesized them into a cohesive report. The study's findings highlight the distinct challenges and strategies teachers used to support 2e students, while also offering guidance to improve training and educational policies.

Download

Share

COinS