Unmasking Potential: GT-SPED Teacher Leadership Development Through Critical Praxis for Twice-Exceptional Student Identification

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT014 (Thursday)

Abstract

This qualitative multiple case study examines how gifted and talented (GT) and special education (SPED) teachers develop from awareness to advocacy leadership for twice-exceptional (2e) student identification. Using Communities of Practice and Critical Pedagogy frameworks, the study investigates praxis-driven leadership development across rural, suburban, and urban elementary contexts. Three teacher dyads participate in semi-structured interviews and observations during September 2025-February 2026. The research addresses critical gaps in understanding how educators transform systemic barriers in 2e identification through collaborative action. By April 2026, complete data analysis will reveal factors supporting teacher leadership development, collaborative practices that enhance identification equity, and contextual influences on praxis-to-advocacy pathways. Findings will inform teacher preparation programs and professional development designed to support 2e learners.

Author

• Laura R. Marshall, ATU