There are a couple of things that can be going on here. The short version is that you have a disagreement with your instructor about how your work is being graded. You have interpreted the grading one way; I'm sure we would get a different version if your professor were here. It's entirely possible you are answering questions that are not being asked (and this is what is causing your low grades).
Here's one example: If I were to ask a student to solve a physics problem using only basic algebraic methods and then discuss the benefits of this method and its limitations, and a student solves the problem using methods that involve calculus, they have solved the problem using "more advanced work", except that they have totally failed to answer the question I asked. In an ideal world, I would communicate to this student that, while their math was great, their lack of understanding of the question means they missed the point of the question (and, in fact had not answered it).
I have been in the position of being a student and thinking that a question was simplistically put and that it warranted a more complicated solution than what I thought was being asked for. My solution was to go talk to the professor. He had office hours; I went. I started the conversation by saying that I thought two methods of looking at the problem would yield two different answers, and I explained why I thought that the more complicated answer was better. The professor completely agreed and we had a great chat. (He told me to keep the more complicated answer and wrote on my homework a note to his TA to accept it as is.)
One of the big challenges of teaching (perhaps the largest) is teaching by increment, and finding the right "sized" increment. I've taught a wide range of science classes; all of them start with some simplifications that you later find are wrong. These simplifications give students a chance to tackle a new concept without overwhelming them. You may be running up against a limitation of this method. Perhaps you (like the student in my example) are more proficient at math than what is being used in your class, but you are focusing on the math and ignoring what the question is really driving at.
My first suggestion to you is to go talk to your professor. From your question, I believe that you feel you have some problems in communicating. Getting better at this is going to require you practicing it. You've also stated that the "professors have become egotistical"; this sounds like an assumption to me, and a dangerous one at that. (I'm not saying that it isn't possible that this has happened, but I see no evidence here.) If you have not spoken directly to your professor, you may be interpreting their responses through an inaccurate lens.
Lastly, if you have a disability, you should find out if your school has resources that are available to you, and use them. Someone who is trained to be an advocate for students with disabilities working at your school will be able to give you more detailed advice than a bunch of strangers here on the internet.
