Rate My Professor Michelle Ronksley-Pavia

Dr Michelle Ronksley-Pavia is a Senior Lecturer in Special Education and Inclusive Education and Program Director for the Graduate Certificate in Special Education in the School of Education and Professional Studies at Griffith University. She is also a researcher with the Griffith Institute for Educational Research (GIER). Her academic background includes a PhD from Griffith University (2012-2016) focused on Gifted and Talented Education with emphasis on twice-exceptional children, Master of Education (Gifted & Talented), Graduate Diploma in Education (Secondary), Postgraduate Certificate in Education, and BA (Hons) in Visual Arts. She is a Fellow of the Higher Education Academy (FHEA). Her career at Griffith University began in 2010 as a Sessional Academic, followed by Research Assistant from 2012, leading to her current senior lecturing position. Dr Ronksley-Pavia's research specializations encompass gifted education, twice-exceptionality (gifted students with disabilities), inclusive education, learner diversity, trauma-informed practices, and initial teacher education. She has published extensively, with key works including 'A model of twice-exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood' (2015, Journal for the Education of the Gifted, 170 citations), 'Privileging the voices of twice-exceptional children: An exploration of lived experiences and stigma narratives' (2019, 173 citations), 'Bullying and the unique experiences of twice exceptional learners: Student perspective narratives' (2019, 151 citations), 'Multiage education: An exploration of advantages and disadvantages through a systematic review of the literature' (2019, 73 citations), and recent publications such as 'Compounded Disadvantage: Issues in Addressing the Educational Requirements of Twice-Exceptional Students in Schools' (2025) and 'Experimenting With Generative AI to Create Personalized Learning Experiences for Twice-Exceptional and Multi-Exceptional Neurodivergent Students' (2025).