9:30 am - 10:00 am EST:  Welcome! Opening Remarks
Hosts Dr. Mike & Julie Postma, Gifted and Thriving

10:00 am - 11:15 am EST:  Keynote Address
Dr. Matt Zakreski
"I'm in the Business of Hope: How to Keep Believing When Things Feel Impossible"

Life. Is. HARD! As a psychologist, I often say I am in the “business of hope.” But what is hope? And how do we have it authentically when it feels like the world is increasingly chaotic, unfair, and cruel? This talk will focus on what hope truly is from a psychological standpoint and explore how to apply it meaningfully to our lives. I also will talk about the importance of hope from a neurodiversity perspective. We will also identify potential barriers towards having hope and workshop solutions to overcome those challenges.

11:30-12:45pm EST:  Session 2 (A)
Dr. Erinn Fears Floyd
"Finding and Supporting Genius: Equitable Gifted Identification of Neurodivergent African American and Latinx Students"

Developing talent among all gifted students requires educators and communities to overcome a legacy of deficit thinking about intelligence among (RCELD) racially, culturally, ethnically, linguistically different students, specifically African American and Latinx. This session will focus on cognitive and affective characteristics, strengths, and differences of gifted African American and Latinx students. Due to the fundamental, systemic issues confronting 3E gifted students, recommendations for teachers, and school and district administrators, will be shared to promote collaboration with parents, clinical professionals, and agency partners to ensure strengths-based, culturally responsive gifted identification policies and practices.

11:30 am - 12:45 pm EST:  Session 2 (B)
Dr. Jaime Castellano
"Barrio Boys: Poor, Gifted, Hispanic: Implications for Social & Emotional Growth"

This session will tell the story of a large percentage of gifted Hispanic boys who are poor, from a broken and dysfunctional home; yet gifted, advanced, and exhibiting survival skills like resiliency and perseverance at a very early age. All stakeholder groups will be provided information on how to make the adjustments that will allow gifted Hispanic boys to thrive socially, emotionally, academically, cognitively, and have a strong and positive mental health. Regardless of where one comes from, the power of an education is real. It changes us. It increases access and opportunity. Through an education we demonstrate both cognitive ability and academic achievement. And being book smart offers certain advantages. There is no question about that. But so does having other types of intelligence; the type that does not come from a textbook; but rather, from life experiences; for some, from knowing poverty and often having to weave through conflicting worlds where incongruence is the norm (Davis & Douglas, 2021). The type of intelligence that is qualitative and difficult to measure by anyone’s standard.

The kind of intelligence that is borne in the streets and rooted in survival and coming out the other side scarred, but much less than others. All too often, this is the picture that many of our gifted Hispanic males paint when telling their story. I know, because this is also my story. And I have seen and heard this story retold in different forms from generations of Hispanic boys over the last twenty-five years (Castellano, 2022). What I dare to say is that being book smart and street smart is a winning combination that makes them/us twice-exceptional. The level of intelligence it takes gifted Hispanic boys to be successful in both cannot be denied.

Outcomes:

1. Apply research and practices that are responsive to the unique needs of Hispanic/Latino gifted boys.
2. Guide and inform teachers on how to effectively provide curriculum and instruction, and implement assessment practices in a classroom of Hispanic/Latino gifted learners/boys.

1:00 pm - 2:15 pm EST:  Session 3 (A)
Deborah Gennarelli
"Twice Exceptional Boys: A Roadmap to Getting it Right"

Twice Exceptional Boys: A Roadmap to Getting it Right will help participants learn about the challenges of this group of talented, but perplexing students. If not planned for and properly supported, twice exceptional boys will often develop significant problems.

This session is for teachers who need to identify and plan for these children and parents who are looking to be strong advocates for their sons.

The presentation includes:

• Why the focus is on boys.
• A real example of a former student whose school journey began bright, but took a significant detour when adults were not prepared for the boy’s differences.
• An example of the student’s education plan that addresses his areas of need and his areas of strength.
• Helpful suggestions for understanding emotional intensity, hands-on learning, expressing curiosity/questioning, and coping skills, and the roles of these dynamics in 2e boys’ lives.

1:00 pm - 2:15 pm EST:  Session 3 (B)
Dr. Sharon Saline
"Reduce Conflict and Build Cooperation in Families with ADHD"

Are you tired of struggling with your 2E child or teen over school, homework or chores? In this session, Dr. Sharon Saline offers rare insights into how kids honestly think and feel about having ADHD and what you can do to support them more effectively. With her unique, strength-based collaborative approach, "the 5 C's of ADHD parenting", Dr. Saline guides parents in learning effective, practical tools to improve self-Control, Compassion, Collaboration, Consistency and Celebration in their families. Learn how to improve your child’s emotional regulation and executive functioning skills while reducing conflict and building competence. Dr. Saline will help you bring calm and connection to your family!

2:30 pm - 3:45 pm EST:  Session 4 (A)
Dr. Cynthia Hansen
"Exploring Diverse Minds: Using Gameplay to help Twice-exceptional Learners Embrace Positive Self-Identities"

How often do you encounter a child who has the complete “gifted” package: great in all subjects, only speaks when it is their turn, is a great friend, and is always resilient? Helping gifted and twice-exceptional children thrive is more than packing their brains with knowledge, praising their strengths, or worrying about their obstacles! This interactive workshop presents games and tools that were created to explore twice-exceptional students’ intersectionality of strengths and challenges, culture, and values. Fostering self-awareness begins with an investigation of the language and implicitly biased lenses that are too often used to describe abilities, obstacles, and ways of being. This workshop explores ways to mentor learners to develop positive self-identities, embrace their learning and communication diversities, and lead them toward self-advocacy, social success, and agency.

2:30 pm - 3:45 pm EST:  Session 4 (B)
Todd Stanley
"Developing Grit in Gifted Students"

Grit is the ability of someone to continue on when things become challenging. The problem with developing it in gifted students is that they are rarely challenged in their early education. As a result they do not always develop the coping skills to persevere when things become difficult. If we are going to develop grit in gifted students we need to be deliberate about it and make our classrooms a place where students have a safe space to be challenged.

4:00 pm - 5:15 pm EST:  Session 5 (A)
Gil Gershoni & Dr. Mike Postma
"From Disability to Hyper-ability:  An interview with Gil Gershoni (hosted by Dr. Michael Postma)"

This conversation will focus on reframing dyslexia as a gift and empowering dyslexics to see their difference as an asset. Gil will discuss the advantages of the dyslexic mindset and how it can be a benefit in the workplace, classroom, at home and throughout society. Audience members are invited to ask questions as a way to foster dialogue on this important topic.

4:00 pm - 5:15 pm EST:  Session 5 (B)
Dianne Allen
"Intuition and Creativity: How to Thrive While Embracing Multipotentialities"

Intuition is the highest form of intelligence according to Forbes magazine. Many visionaries and creators use intuition as a vital part of their work. In a world that over reinforces specialization and narrow focus, the intuitive creator often experiences judgment and loneliness. By making friends with this neurodivergence and allowing multipotentialities to emerge into daily living, the gifted person can use intuition to support their success and happiness.

We will explore the 4 essential steps as they relate to thriving as a neurodivergent individual. Each step will be discussed with practical application and ways to communicate these steps in varied ways for different learning styles.

We will look at how intuition serves neuroscientists in their research as well as how embracing neurodivergence enhances the work of musicians. I will share case studies and anecdotal information of how various disciplines use their neurodivergence in their favor.

6:30 pm - 7:30 pm EST:  An Evening of Improv
Gordon Smith
"Perfect is Boring. Improv Comedy for Gifted People."

This workshop will offer the opportunity to learn more about Improv Comedy and how it can give gifted people the opportunity to laugh, play, and explore a world beyond perfectionism and social anxiety. Perfectionism stunts creativity, and improv gives people fully supportive way to embrace imperfection and overcome the anxiety of doing that!

This workshop will give participants a brief introduction to the Yes, And approach that is the heart of Improv. Come to play and to learn about ways to build each other up. We’re going to have a good time!

Please Note: Schedule is subject to change.

10:00 am - 11:15 am EST:  Keynote Address
Emily Kircher-Morris
"Life at Both Ends of the Bell Curve"

Twice- and multi-exceptional learners are constantly trying to balance their abilities and their difficulties. Their unique cognitive profile requires us to think differently about how to best support them. From leveraging strengths to advocating for accommodations, we can empower our neurodivergent kids and teens to become both successful and authentically themselves.

11:30 am - 12:45 pm EST:  Session 2 (A)
Dr. Eric Windhorst
"Deep Roots and Wide Wings: Cultivating Authentic Growth in the Gifted"

Life as a gifted person can be tumultuous: for example, having to cope with intensity, sensitivity, imposter syndrome, existential confusion, and social difference(s)—all while being acutely aware of the seriousness of larger converging collective crises. In this presentation, Eric will introduce his eco-psycho-spiritual approach to fostering authentic and holistic growth in the gifted, a framework that draws from diverse sources such as the giftedness literature, depth psychology, Dąbrowksian theory, shamanistic wisdom, and ecopsychology. Eric's eco-psycho-spiritual approach helps gifted individuals identify, integrate, and cope well with their idiosyncracies while providing them with the awareness and skills needed to wisely navigate through the wider world. Attendees will leave this session with new insights and tools for cultivating authentic growth in the gifted, learnings that can be geared toward themselves, their families, their students, or their clients.

11:30 am - 12:45 pm EST:  Session 2 (B)
Dr. Jessica Manzone & Dr. Julia Nyberg
"The Home and Community Connections Model: Creating Culturally Sustainable Instruction for 2e Students"

This session introduces participants to an instructional model that builds on 2e students’ funds of knowledge to create differentiated experiences that are relevant, responsive, and sustainable for all learners. The Home and Community Connections Model consists of a series of prompts that reorient content through a lens of 2e students’ home and community pedagogies. Participants will be provided with a copy of the prompts and examples of how the prompts can be integrated into their own classrooms.

1:00 pm - 2:15 pm EST:  Session 3 (A)
Christine Turo-Shields
"The Gifted Journey of Existential Depression: Making Meaning out of Bittersweet Emotions"

"Why do bad things happen?" is one of the most pervasive questions that plagues gifted individuals in times of struggle and challenge.  Too often in life’s experience, there is a discomfort or lack of language to address these bittersweet emotions, especially finding others who can understand the deep wrestling.  Philosophy, spirituality and/or faith serve as a kaleidoscopic lens for profound examination of both life and death, providing a source of strength and resilience for so many gifted souls -- gain insights and wisdom to deeply navigate this journey through life.

In adversity, man is saved by HOPE.  ~ Menander 300BC

1:00 pm - 2:15 pm EST:  Session 3 (B)
Debbie Reber
"Managing Our Energy & Emotional Resources"

The focus of this talk is on understanding what draws from our (parents and caregivers) energetic and emotional stores and knowing how to fill our reserves so we can navigate challenges with and best show up for our neurodivergent kids. Includes strategies for understanding what drains us, knowing what depletion feels like in our body, explanation of why managing our energy is so critical for our kids (for co-regulation and beyond), strategies for the healthy processing of emotions for clearing out energy, and ideas for proactively building up our reserves and resources.

1:00 pm - 2:15 pm EST:  Session 3 (C)
Dr. Megan Parker Peters
"Assessing & Supporting 2e Learners: Guidance for Practitioners and Families"

Assessing 2e students is no easy feat. Several assessments dedicated to highlighting these students' unique potential must be included to provide impactful recommendations. In this session, you will learn tips for choosing or requesting assessments to best fit your 2e student. Participants will also leave with recommendations and questions to ask to ensure that their 2e students are equitably assessed and are provided with accommodations to support their growth to potential.

2:30 pm - 3:45 pm EST:  Session 4 (A)
Dr. Jessica Koehler
"Twice Exceptional: Not Otherwise Specified: Raising Orchids in a Field of Dandelions"

Many gifted children have a comorbid diagnosis. From ADHD to autism, it is not unusual to encounter twice-exceptional children as you navigate the gifted sphere. While many comorbid diagnoses are likely accurate descriptors of behavioral manifestations, some parents are wary of the specified dual diagnosis applied to their children. Emanating from experiences as a school psychologist and with our younger son, I propose there are cognitively advanced children with social, emotional, and behavioral struggles that do not fit into a specified diagnostic category.

In this presentation, I will outline a Twice Exceptional: Not Otherwise Specified designation that may apply to many children and adults within our gifted population. Utilizing a framework developed by W. Thomas Boyce, M.D., as delineated in his book, The Orchid and the Dandelion, I will illustrate how heightened sensitivities contribute to differential experiences of the world that may lead to struggles or successes contingent on environmental supports. In addition, I will present the findings from an extensive survey explicitly conducted to investigate sensory sensitivities in the gifted population. Finally, suggestions will be made regarding how to cultivate the best environment for our highly sensitive children by focusing on a flexible strengths-based model filled with encouragement and compassion. 

2:30 pm - 3:45 pm EST:  Session 4 (B)
Julie Skolnick
"Cycle for Success: Teaching and Parenting 2e"

The objective of this presentation is to empower parents, educators and professionals to bring out the best and raise self-confidence in twice exceptional kids through an understanding of the 2e person's inner experience, through strategies that are immediately applicable for parents and educators, and through advocacy tips necessary to encourage the adults in 2e kids' lives to implement best practices.

In order to accomplish this, we will take a deep dive into the 2e profile looking at definitions of giftedness, myths surrounding the profile, discussing 2e characteristics: asynchronous development, perfectionism/anxiety and OEs. We will discuss how gifted brains differ from neuro-typical brains and will introduce the idea of responsive parenting and teaching rather than reactive parenting and teaching. To this participants will learn specific strategies that are particularly impactful for the 2e population including:

• strategies to forge and maintain personal connections
• strategies for positively reframing typical 2e characteristics and behaviors and maintaining a strengths-based approach
• how to anticipate challenging behavior by identifying lagging skills and unsolved problems
• how to give meaningful choices that allow the child to take control
• and the importance of a sense of humor and exercise for this population.

The overarching message is that all kids want to do well and that 2e kids come with incredible potential because, not despite, their differences. We must circle the wagons of the adults in 2e kids' lives in order to support them in a way that strengthens their self-confidence so they can thrive.

2:30 pm - 3:45 pm EST:  Session 4 (C)
Marc Smolowitz
"Bringing Giftedness, Equity & Joy Into Focus: Building a Better Future for Gifted, Talented & Neurodiverse Populations"

In this session, filmmaker Marc Smolowitz will lead participants through a collective and communal brainstorm that helps us all chart a better and brighter future for our gifted, talented, and neurodiverse populations. Given that we find ourselves living and working at a time when both mindfulness practices and the science of joy, positivity, and happiness are increasingly offering us tools to improve our personal sense of wellness and self-care, how we can apply those same principles to the larger collective project of advancing a better understanding of giftedness and neurodiversity in the 21st century?

4:00 pm - 5:15 pm EST:  Session 5 (A)
Paula Prober
"Guidance for Gifted Adults: Understanding Your Rainforest Mind"

Using examples from her counseling/consulting practice and her books, Paula will detail the complexities of adult giftedness and provide strategies and resources to help these adults understand themselves and their rainforest minds, build healthy relationships, and find self-acceptance and purpose. Issues include: sensitivities, perfectionism, multipotentiality, anxiety, creativity, existential depression, relationships, and parenting.

4:00 pm - 5:15 pm EST:  Session 5 (B)
Rebecca Niederlander
"Chronically Gifted, Chronically Ill"

Giftedness is a whole body experience, affecting not just the brain, but also the body. Anecdotal reports and at least one major study abound of the increased prevalence of certain conditions in the gifted population. Rebecca Niederlander has several syndromes and conditions that are genetic, and some that are of unknown origin but that are certainly affected by their interaction with her brain. Why are these so prevalent in the gifted community? How does GRO Gifted want to support and educate us as we navigate this terrain, especially post-pandemic? Come hear one story and her efforts to move from anecdotes to medical research.

4:00 pm - 5:15 pm EST:  Session 5 (C)
Austina De Bonte
"Getting to the Root of 2E: Beyond The Usual Suspects"

Do you suspect a child is Twice Exceptional (2e), but aren't sure what the exceptionality is, or what to do about it? Do you have a diagnosis, but it doesn’t “feel right,” or aren’t sure you’ve uncovered the whole story? Does your student have trouble handing in homework, resist writing, have trouble regulating their behavior, or struggle with anxiety? Misdiagnosis and missed diagnosis is rampant, you need to peel the onion to truly understand what’s going on. Learn about the most commonly overlooked challenges in gifted kids, what clues you might notice at home and in the classroom, how to seek an official diagnosis, and most importantly, how best to support your student’s needs. We'll also discuss the difference between IEPs and 504 Plans, why early intervention is so important, the five root causes of writing troubles, and the many lookalikes of ADHD.

6:30 pm EST:  Young Adults Panel
Mia Abernathy, Ryan Kricker & Jordan O'Kelley
"Surviving to Thriving as a Teen/Young Adult"

 A discussion of their journey being a Gifted/Neurodiverse child through young adulthood.

Please Note: Schedule is subject to change.

10:00 am - 11:15 am EST:  Keynote Address
Dr. Joy Lawson Davis
"A Shifting Tide: Creating Conditions Where Diverse Neurodiverse Communities Grow, Survive, Create, and Thrive!"

This message will provide an overview of recommended classroom and school conditions that enable diverse elementary-secondary neurodivergent learners to develop and thrive. Among recommendations are those that impact parent-school collaborations; student empowerment; and creative teaching and learning environments all designed with the goal of learner independence and survival in mind.

11:30 am - 12:45 pm EST:  Session 2 (A)
Dr. Linda Collins
"Walk Out of a Meeting Smiling? Provocative Teaming Ideas for 2e Students, Parents, and Educators" 

Powerful, provocative teaming can bring changes that will benefit all twice-exceptional (2e) students. Imagine a collaborative, congenial, insightful conference about an Individualized Education Program (IEP) or 504 plan (referring to section 504 of the Rehabilitation Act of 1973 which prevents discrimination against people with disabilities) or any strategy meeting or conference for a 2e student; this meeting would bring together the skill sets of teaching, psychology, counseling, and content knowledge from education professionals together with the skill sets of experienced, loving, knowledgeable, concerned parents who desire a rich learning environment for their child; the child has a voice, too. The “whole” team is there to support the “whole” child. Participants will be able to implement these strategies in their own school communities. Author: Linda Collins, [email protected], Park Hill School District, United States.

11:30 am - 12:45 pm EST:  Session 2 (B)
Day Sanchez
"Helping Gifted Children Thrive in the Age of Uncertainty"

Amidst current global crises, many gifted children are experiencing increasing levels of fear, stress, overwhelm, anxiety, and grief. With the aftermath of a global pandemic and the ecological crisis bearing down on us, many gifted children are grieving the loss of normalcy and their hopes and dreams of a bright future. The tools to cope with ecological anxiety and ecological grief are the same tools needed to cope with the long-term impacts of a global pandemic.

How can families use the psychology of optimal experience to foster resilience in their children? This presentation will provide background on the neurobiology of fear and its relationship with flow states. It will provide tangible tools to transform fear and overwhelm into focus, and grief into sustainable, aligned action so that gifted children can be inspired to restore their hope for the future and live meaningful lives in the age of uncertainty.

1:00 pm - 2:15 pm EST:  Session 3 (A)
P. Susan Jackson
"Aligning With the Profound Learning Code of Each (matchless) Gifted Child: A Reimagination of Purpose"

We know that the highest level of human capacity — phenomenal human potential — cannot be neatly classified into sound bites and uncomplicated pieces. There is no such thing as a "typical gifted child." Instead, gifted children come in all stripes and grow and develop in variant ways. Some gifted children combine many mental styles and interests; others adhere to one distinctive way of thinking and expressing themselves. Some are drawn to (and show interest in) particular subjects and areas of study early in life – think the child who builds, another who demonstrates a remarkable facility with numbers or words, the quiet thinker who asks why, the budding entrepreneur. Other brilliant children are slow to display their particular talents and deepest interests.

In this presentation, we delve deeply into the nature of several Gifted learner archetypes, such as the Engineer, the Poet, the Mathematician, the Visual Artist, the Scientist, the Humanitarian, the Musician, the Entrepreneur and more. These archetypes provide us with particularized insights into how some groups of gifted children and adults typically perceive, think, conceptualize, create, and are motivated. Next, we will explore subtypes within these broad archetypes to further nuance our understanding of each gifted child. Finally, we will finish this exploration with an introduction to the Daimon archetype that explains the unrepeatable learning "code" present in each gifted child, linking their interests, unique motivational patterns and gifts. A veteran psychologist and parent delivers insights into the deep psychology of the gifted child. Think through so-called perfectionism, friendships and the lonely road, profound intellectual and creative drives, sensitivities, communication preferences, and the "beautiful will" to tailor your interactions and thinking to best support each (matchless) gifted child. Our children's capacity to be switched-on, flourishing, creative and connected is within reach, especially when we understand their most profound code.

75,000 hours of field experience as a psychotherapist for gifted children and their families combined with an extensive conceptual understanding of giftedness, parenting, and developmental and clinical psychology to shape this practical and insight-filled presentation.

1:00 pm - 2:15 pm EST:  Session 3 (B)
Jacqueline Byrne
"College Admissions Testing for 2e Students"

How can you tell whether your 2e teenager needs testing accommodations beyond extended time or a college with a built-in support program rather than a college with available support? This talk will cover what PSAT/SAT/AP/ACT accommodations are potentially available and how to think about whether the accommodations are actually going to be helpful for a given child. How much test prep is appropriate? Are college admission tests even necessary? Jacqui will also generally cover the levels of special services support available in US colleges and universities.

2:30 pm - 3:45 pm EST:  Session 4 (A)
Dr. Paul Beljan
"A Brain Based Approach to the Management of Asynchronous Development and Emotion Outcomes in Gifted Children"

Gifted children who display asynchronous development behaviors may not respond to traditional forms of behavior management. The presenter will teach a behavioral management approach that is based in the neuropsychology of asynchronous development and executive functioning. The intervention assists the child with maintaining cognitive control over sub-cortically produced affective stimulus. Behavioral intervention concepts specifically focused on include: Priming, Previewing, Pre-empting, Disengagement, and Re-engagement. Practical explanations for imposing structure, consistency, and routine also will be discussed.

2:30 pm - 3:45 pm EST:  Session 4 (B)
Callie Turk
"Creativity, Dyslexia, & Race: Intersectional Neurodiversity as a Defining Trait of Octavia E. Butler"

“Wordweaver. Worldmaker. Storyteller. Bestseller. Yes! Wordweaver. Worldmaker. Storyteller. Bestseller. Now!” Octavia E. Butler, the first successful Black female science fiction writer, wrote this mantra to encourage herself and went on to earn all four of these titles. She was eminently creative, the first science fiction writer ever to earn a MacArthur Foundation “Genius” Fellowship. Although the neurodiversity movement was just coming into being during her lifetime, Butler was also neurodivergent. Being a Black, dyslexic female in the late 20th century presented many obstacles in both Butler’s formal and informal education, as well as the pursuit of her writing passion. Her own persistence as well as chance events kept Butler on a path that, when seen in retrospect, led to her success. Now widely known as the author of powerful and prescient works such as Kindred and Parable of the Sower, we will explore Butler’s childhood, career, and life through the lens of intersectionality.

Built on case study findings from Dr. Ken Gobbo’s Dyslexia and Creativity: Diverse Minds and Eide & Eide’s The Dyslexic Advantage; archival research from Octavia E. Butler scholars such as Dr. Sami Schalk, Lynell George, and Dr. Gerry Canavan; and the latest research on the potential connections between creativity and dyslexia, we will address these questions:

• How might dyslexia have influenced Butler’s creative genius?
• Did her experiences as a neurodivergent woman of color help her to identify patterns that have led many to call her work prophetic?
• How did factors of environmental nurture propel and hinder her progress?

We will delve into Dr. Thomas Armstrong’s model of positive niche construction, building understanding of how to create better niches to support the development of unrecognized, overlooked, marginalized talent. (Armstrong’s positive niche construction model includes the following elements: Strength Awareness, Positive Role Models, Assistive Technology/UDL, Strength-Based Learning Strategies, Enhanced Human Resources Networks, Affirmative Career Aspirations, Positive Environmental Modifications, Inner Resources, Educator Attributes.) Attendees will walk away inspired by Butler’s life and work, with a model to help neurodivergent children grow their strengths, persist in their dreams, and fulfill their vision of greatness.

4:00 pm - 5:15 pm EST:  Session 5 (A)
Seth Perler
"How to Have a 'Holistic' Approach to Supporting Executive Function"

What does holistic really mean? What ARE the things we need to do to help a child create real change and thrive?

4:00 pm - 5:15 pm EST:  Session 5 (B)
Dr. Michael Postma
First half: "Understanding the G/2e Brain"
Second half: Q&A with Doc P (about any topic covered in the summit)

Twice-exceptional (2e) children experience atypical brain development that affects how they interact within different situational contexts (i.e. school, relationships, communications, home, work, etc.). Experts refer to this as asynchrony given the difference in growth rates between intellectual and social/emotional maturity. In order to truly understand the twice-exceptional person, one must understand this atypical brain development and how it impacts the development of schema (the understanding of self and how one fits into the world). This webinar will examine this atypical neurodevelopment and illuminate strategies on how to better understand and serve the twice-exceptional child/student at home and in the classroom. Join Dr. Michael Postma as he explores the intricacies of the 2e brain.

Please Note: Schedule is subject to change.

Dr. Jonathan Plucker
"Helping Children Become More Creative"

The economy and culture of the 21st century has a tremendous need for creative talent. Whether one works in manufacturing, government, education, or the service industry, there is always a shortage of creatively talented people. Research on creativity, especially on how to foster and assess it, has grown tremendously over the past 30 years, and during this talk we will review these recent advances and identify key strategies for helping children and young people develop their creativity.

Dr. Gail Post
"How the Heck Do You Discipline a Gifted Child? Using Positive Strategies to Manage Misbehavior"

With their quicksilver minds and heightened emotional reactivity, gifted children often require a somewhat different approach when discipline is necessary. Many gifted kids will debate you like a lawyer and refuse to comply if expectations seem unfair; they demand logic, honesty, and compassion, even in response to misbehavior. In this workshop, clinical psychologist, parenting consultant/coach, and author, Dr. Gail Post will explore how parents can approach misbehavior as an opportunity for learning, enlist their child’s cooperation, and ideally, prevent mishaps before they arise. Through an attuned appreciation of their gifted child’s heightened sensitivity, capacity for logic, and concerns with fairness and justice, parents can approach difficult situations with greater clarity and confidence.

Lijnie Reijers
"Vulnerability vs. Resilience: Are the Gifted Better Equipped to Deal with Trauma?"

Trauma and giftedness: Is there a correlation to be found between being gifted and experiencing trauma? Not much research has been done or known on this topic. However in daily and clinical practice this seems to be the case. What is trauma and how do we perceive it? Is there a greater vulnerability for the gifted to experience trauma and why is that? Is there a greater resilience in being gifted to overcome trauma and how so? These are interesting questions not only for research but even more so to investigate for a practical purpose; what does this mean for how we approach the gifted in trauma treatment, how does it affect the way and form of trauma treatment.

11:30 am - 12:45 pm EST:  Session 2 (C)
Samuel Young
"RS2e: Reimagining Socializing for Twice-Exceptional"

Have you watched your 2e child struggle to socialize as of late? Know that you’re not alone.

Socializing has changed and continues to do so as a result of the COVID pandemic. While there are many confounding struggles that our students are facing daily, we must also recognize that socializing itself is transforming.

Join Sam Young- Director of Young Scholars Academy, 2-time Fulbright Scholar, 10+ year 2e educator (8 of which were at Bridges Academy), Bridges Grad School Graduate, and international guide to 2e students to 7 countries, to discover real, actionable advice that can help your 2e child start connecting with confidence, today!