While studying education, Hana encountered a term that deeply resonated: twice exceptionality. Learning that it was possible to have both significant disabilities and extraordinary intellectual or artistic abilities, she recognized herself in the definition. This realization led her to extensive research and coursework, ultimately prompting a neuropsychiatric evaluation that revealed a verbal IQ in the 99.9th percentile and an autism spectrum disorder diagnosis. Now, she is pursuing graduate certificates in applied behavior analysis and twice-exceptional teacher education. In addition to her studies, she teaches a professional development course to help educators recognize and support twice-exceptional students. While autism has presented challenges, particularly with anxiety and depression, her diagnosis has also given her a sense of purpose. She is especially interested in researching the female phenotype of autism, believing that gaps in current literature contribute to the under-identification of autistic women and girls. Through her work in twice-exceptional education, she hopes to help educators better identify and support neurodivergent students, ensuring they receive the education they deserve.