Date
6-17-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Alexandra Barnett
Keywords
twice-exceptional, teacher preparation, professional development, special education, gifted education
Disciplines
Education | Special Education and Teaching
Recommended Citation
Melvin, Jennifer D B, "Exploring Teacher Experiences and Readiness in Supporting Twice-Exceptional Students: A Transcendental Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8590.
https://digitalcommons.liberty.edu/doctoral/8590
Abstract
The purpose of this transcendental phenomenological study was to describe the perceived preparedness for the responsibility for the educational experiences of twice-exceptional students at public schools in Western Georgia. Twice-exceptional students, who are gifted and have disabilities, face unique challenges in academic achievement and social-emotional well-being due to asynchronous profiles and unmet needs. While evidence-based strategies exist to support twice-exceptional learners, appropriate training for teachers is imperative to ensure these approaches are implemented effectively. The theory guiding this study was Bandura’s social cognitive theory, as it posits that there is a connection between personal factors, behavioral patterns, and the environment that influences student learning and their behavior. The central research question was: What are the experiences of secondary teachers in western Georgia who educate twice-exceptional students? This qualitative study included 12 participants who had taught for at least three years. Data were collected from individual interviews, focus groups, and reflective letter writing. Findings revealed that participants entered teaching unprepared to support twice-exceptional students and developed competence through trial and error, peer collaboration, and reflective practice rather than through professional development. Teachers described relationships as a big part of their management strategy and highlighted systemic barriers in identifying and supporting twice-exceptional students. The implications of this study indicate that pre-service programs and ongoing professional development should include focused training for this specific population of students.
