Thursday, February 6, 2025
Session 1A
9:00 am - 11:00 am EST

Anxiety diagnoses among youth have risen sharply in recent years, with one study showing a 31% increase in anxiety without depression from 2017 to 2021. Gifted students face unique challenges that can exacerbate anxiety, including heightened sensitivities, asynchronous development, and perfectionism.
How can we effectively support gifted students in managing anxiety while nurturing their talents?

This interactive workshop will equip teachers and parents with practical, evidence-based tools to prevent and address anxiety in gifted children.

Participants will learn:

• Strategies for creating a supportive environment that accommodates gifted students’ unique sensitivities
  
• Techniques to help gifted children develop emotional coping skills that match their intellectual abilities
  
• Methods for addressing perfectionism and fostering a growth mindset
  
• Approaches to improve social-emotional fit and reduce isolation
  
• Collaborative strategies for educators and parents to provide consistent support
  

Join us to gain valuable insights and actionable strategies for helping gifted students thrive emotionally while reaching their full potential. Don’t miss this opportunity to make a lasting impact on the lives of these exceptional young minds.

Learning Outcomes:

• Attendees can identify and explain the concept of asynchronous development in gifted children and adolescents and describe its impact on their social-emotional well-being.
  
• Attendees can recognize common misconceptions about giftedness and identify signs of emotional distress specific to gifted individuals, such as perfectionism, anxiety, and existential concerns.
  
• Attendees can apply practical strategies to support the unique social-emotional needs of gifted students, including techniques for managing perfectionism, fostering positive relationships, and addressing emotional intensity.
  
• Attendees understand how to adapt common social-emotional learning approaches to accommodate the asynchronous development of gifted children and adolescents, including bibliotherapy, journaling, cognitive reframing, and mindfulness exercises.
  
• Attendees create a supportive environment that nurtures the intellectual, emotional, and social aspects of gifted students' development, promoting a strengths-based and holistic approach to their education and well-being.

Speaker's Bio:

Dr. Ophélie Allyssa Desmet is an Assistant Professor of Educational Psychology. She received her PhD in educational studies from Purdue University, majoring in gifted education. Her research promotes talent development by examining the interplay of cognitive, psychosocial, social-emotional, and motivational factors. At the core of Dr. Desmet’s mission is developing and evaluating interventions to prevent and resolve academic underachievement, enabling gifted students to reach their full potential.

Thursday, February 6, 2025
Session 1B
10:00 am - 11:15 am EST

This session will explore various strategies to help build resilience and grit in gifted students when the going gets tough so that every gifted child has an access point to success.

Speaker's Bio:

Dr. Sonu Aziz serves as the Head of Academic Affairs, the organizer of The Gifted Symposium, and teaches Honors Biology at Long Island School for the Gifted. Dr. Aziz served as a member of the Professional Standards Committee and most recently serves on the Public Policy and Advocacy Committee for the National Association for Gifted Children. She is the creator and host of The Gifted PLaCe podcast - a global professional learning community in gifted education.

Thursday, February 6, 2025
Session 2A
12:00 pm - 2:30 pm EST

This interactive workshop explores the innovative Trellis and Bloom model, a groundbreaking framework that bridges gifted education strategies with special education supports, tailored specifically for twice-exceptional (2e) neurodiverse learners. Participants will dive into the model’s principles, which emphasize reducing barriers while increasing rigor, and learn how AI technologies can be harnessed to support and challenge 2e students effectively. Through collaborative activities, attendees will analyze and adapt AI-generated lesson plans, gaining hands-on experience with tools designed to enhance creativity, critical thinking, and accessibility. Walk away with practical strategies, lesson plan examples, and connections to a learning community focused on advancing 2e education.

Speaker's Bio:

Dr. Claire E. Hughes is Professor of Special, Gifted, and Twice-Exceptional Education at Cleveland State University. Previously, she was Professor of Elementary and Special Education at the College of Coastal Georgia, Faculty Director of Special Education Programmes at Canterbury Christ Church University in the UK, and has been a Fulbright Scholar to Greece twice. Winner of the Gifted &___ Award from NAGC in 2022, she is President- Elect of The Association of the Gifted for the Council for Exceptional Children (CEC-TAG). Her research areas include: twice-exceptional children- particularly gifted children with autism; Generational studies; the use of AI in education, and international education.

Thursday, February 6, 2025
Session 2B
12:00 pm - 2:30 pm EST

Central auditory processing disorder (CAPD) often coexists with giftedness, yet is underdiagnosed and misunderstood. Gifted individuals with CAPD may appear anxious, easily distracted, unmotivated, exhausted, and/or emotionally sensitive. Accurate diagnoses of CAPD is crucial for understanding and support. This presentation focuses on educating parents and professionals on CAPD, its impacts, and effective management solutions.

Learning Objectives:

• Gain a better understanding of CAPD and commonly reported behaviors
• Become knowledgeable about effective management solutions that can be implemented across daily environments

Speaker's Bio:

Megan Locke earned a Doctor of Audiology degree from Central Michigan University and is accredited by the American Speech-Language-Hearing Association. She completed her residency year at a sound therapy center, becoming a certified provider in various listening programs. She joined the Able Kids Foundation in 2008 and continues to specialize in the field of auditory processing disorder (APD). 

Thursday, February 6, 2025
Session 3A
3:00 pm - 5:30 pm EST

Do you suspect a child or teen is Twice Exceptional (2e) - gifted with a disability, neurodivergence, or other challenge? Do you have a diagnosis, but it doesn’t “feel right,” or aren’t sure you’ve uncovered the whole story? Clues can be subtle; misdiagnosis (and missed diagnosis) is rampant. Early intervention – and neuroaffirming, strength-based support – changes lives. Figuring out the correct root cause(s) is the first step to knowing which approaches will help and not hurt. We’ll dive into the detailed clues and insights about the 10 most overlooked challenges in gifted kids, including the many ADHD lookalikes, the 5 causes of writing challenges, and more. You’ll also learn how to seek formal diagnosis (many need their own specialist) and what support strategies are most effective.

Speaker's Bio:

Dr. Austina De Bonte (she/her) is a consultant, speaker, coach, and advocate for gifted and twice-exceptional students with Smart is not Easy, LLC (smartisnoteasy.com). She is also President of the WA Coalition for Gifted Education (wacoalition.com), Past President of NW Gifted Child Association (nwgca.org), member of the WA State Highly Capable Advisory, member of the NAGC Public Policy and Advocacy Committee (nagc.org), and Advisor to The G Word documentary (thegwordfilm.com). A dynamic and engaging presenter, Dr. De Bonte speaks regularly at regional and national conferences, as well as conducts professional development workshops for educators, and provides consulting for individual families. She works with school district teams to develop and fine-tune their program models, especially concerning equitable identification and service strategies. Her signature style combines synthesized research, current district practices, and cutting-edge neuroscience alongside her experience as a parent and family consultant. She has particular passion for supporting gifted and twice-exceptional students in public schools and helping families get to the root causes of their child’s challenges, looking beyond the usual suspects. She received the NAGC Carolyn Callahan Doctoral Student Award (2023), People to Watch by Variations 2e Magazine (2020), WAETAG Advocacy Award (2019), has won three PTA Outstanding Advocate awards, and is a trained SENG facilitator. She has a Masters degree from MIT (1998) and a Doctoral degree in twice exceptional education from Bridges Graduate School of Cognitive Diversity in Education (2024). Contact Dr. De Bonte at [email protected] 

Thursday, February 6, 2025
Session 3B
3:00 pm - 5:30 pm EST

Many teachers in the early 1900s taught in one-room schoolhouses with ages and grades in one place; they differentiated daily in order to address the needs of their wide range of students. It was best practice. One hundred years later, differentiation is still considered to be best practice, yet it proves to be a most challenging aspect of teaching today. This practical workshop tackles that challenge head-on by exploring research-based, real-world strategies for both preassessment and differentiation. After learning about these strategies via student examples and actual practice, participants will leave with tools to differentiate process, content, and product through readiness and interest. 

Speaker's Bio:

Tracy Ford Inman, Ed.D., has presented on state, national, and international levels; trained thousands of educators in differentiation and gifted education; published articles and books including four TAGT Legacy Award winners; and worked with thousands of parents. After a two-decade career as Associate Director of The Center for Gifted Studies at Western Kentucky University, Tracy is now a consultant. She serves on the board of The Association for the Gifted Board and chairs her state’s gifted foundation board

Friday, February 7, 2025
Session 1A
10:00 am - 11:00 am EST

Many in our neurodiverse community experience sensitive sensory processing, and intense emotional and behavioral reactivity due to having to cope with intrusive, overpowering, and at times distressing, internal and external stimuli. ‘Super sensory’ processing variants of Synesthesias, Hyperphantasia (and Aphantasia), Hyperacusis, and Misophonia can be associated with creativity, heightened receptivity, and high intelligence.

Whether classified as gifts, conditions, disorders, or neurological variations, this session will introduce and recognize them and some of their interrelationships, and their impact on attentional and emotional functioning. Some suggestions for altering interpersonal, parenting, and teaching styles, accommodations, and accessing professional support will be included. A compassionate and respectful communal discussion about how to support, empower, and advocate for those possessing sensory superpowers associated with the gifted/multi exceptional neurotype will follow.

Speaker's Bio:

Heidi Lack, Ph.D., ATR-BC, is a licensed clinical psychologist and board-certified registered art therapist, public speaker, and workshop facilitator in private clinical and consultation practice, who supports the complexities of gifted, 2e/Multi e and multipotentialite adults, young adults and families. She uses collaborative, strengths-based approaches with a variety of clients, many of whom have been diagnosed with sensory processing differences, ADHD, Autism (level 1). Having trained at Harvard Medical School Department of Psychiatry in Behavioral Medicine, as well as having worked at the Hallowell Centers, she utilizes neurologically informed, strengths and values-based, psychoeducational and clinical approaches. She consults to neurodiverse couples, parents, families, and professionals, facilitates the Gifted Homeschool Forum professional discussion group, is a trained SENG SCG facilitator, has co-facilitated The Gifted Parenting Journey© workshops with Dr. Gail Post, and advocates/sits on the board of directors of MAGE (Massachusetts Association of Gifted Education). As a parent of 2 multi-e young adults, she finally has a bit more time to meditate, read, create transcendental quilts, paintings and photographs, write poetry, construct labyrinths, and is currently working on a book on Misophonia.

Friday, February 7, 2025
Session 2A
11:30 am - 12:30 pm EST 

It has been said that every gifted kid feels like five different children rolled into one. This sensation, which is commonly experienced by teachers, parents, and mental health professionals who work with gifted children, is best understood as the impact of developmental asynchrony in the real world. Neurodiverse individuals develop asynchronously, whereas their various domains of functioning will mature at different rates to different levels. This reality can make meeting the needs of the gifted very challenging in and outside of school.

Speaker's Bio:

Matthew “Dr. Matt” Zakreski, PsyD is a high energy, creative clinical psychologist and professional speaker who utilizes an eclectic approach to meet the specific needs of his neurodivergent clients. He is proud to serve the Gifted community as a consultant, a professor, an author, and a researcher. He has spoken over a thousand times all over the world about supporting neurodivergent kids. Dr. Zakreski is a member of Supporting the Emotional Needs of the Gifted (SENG), the National Association for Gifted Children (NAGC), the New Jersey Association for Gifted Children (NJAGC), and Pennsylvania Association for Gifted Education (PAGE). Dr. Zakreski graduated from Widener University’s Institute for Graduate Clinical Psychology (IGCP) in 2016. He is the co-founder of The Neurodiversity Collective, LLC, co-host of the podcast “Nerding out on Neurodiversity,” and the author of the Neurodiversity Playbook: How Neurodivergent People Can Crack the Code of Living in a Neurotypical World.

Friday, February 7, 2025
Session 2B
11:30 am - 12:30 pm EST

Developmental Coordination Disorder (DCD), commonly known as dyspraxia, is a frequently overlooked or misdiagnosed condition, particularly among cognitively gifted children. The unique combination of high cognitive abilities and motor coordination challenges creates a complex profile that often leaves educators and parents struggling to provide appropriate support.

How can we identify the distinctive needs of gifted students with dyspraxia, harness their strengths, and implement effective strategies to support their academic and personal growth?

This interactive session will equip teachers and parents with evidence-based tools and practical strategies to address the unique needs of gifted students with dyspraxia. Drawing from the latest research and clinical experience, we will:

• Explore the characteristics of dyspraxia in gifted children and how they differ from typical presentations
  Identify common challenges these students face in academic and social settings
  
• Discover strengths often associated with this twice-exceptional profile
  
• Learn practical, classroom-ready interventions to support motor skills, executive functioning, and social-emotional development
  
• Discuss strategies for advocating for these students within educational systems
  

Speakers' Bios: 

Yemi Adediran:

Adeyemi Joel Adediran is a PhD candidate in Educational Psychology at Ball State University. His interests include motivation, grit, socioeconomic status, giftedness, and twice-exceptionality. He is specifically concerned with how these variables influence academic performance among minority students and aims to develop strategies that promote resilience and support unbiased outcomes across diverse education contexts.

Dr. Ophélie Allyssa Desmet:

Dr. Ophélie Allyssa Desmet is an Assistant Professor of Educational Psychology. She received her PhD from Purdue University in Educational Studies, majoring in Gifted Education. Her research focuses on promoting talent development by examining the interplay of cognitive, psychosocial, social-emotional, and motivational factors. At the core of Dr. Desmet’s mission is developing and evaluating interventions to prevent and resolve academic underachievement, enabling gifted students to reach their full potential.

Friday, February 7, 2025
Session 2C
11:30 am - 12:30 pm EST 

During this session, presenter will discuss the importance of being INTENTIONAL about recognizing, nurturing and supporting belongingness of culturally diverse neurodiverse learners in programming for twice exceptional learners. Recommended strategies for educators, advocates and parents will be shared designed to intentionally increase belongingness and inclusion of underrepresented populations in gifted & twice exceptional learner programs.

Speaker's Bio:

Expert Consultant, keynote speaker; professional development trainer nationally & internationally (specific areas of expertise- Equity & Diversity in Gifted Education/Addressing the needs of diverse learners with multiple exceptionalities/Parent & Family Engagement. Currently ~ Core Faculty at Bridges Graduate School for Cognitive Diversity in Education. Author - Most recent books: Bright, Talented & Black, 2.0; Empowering Underrepresented Gifted Students; Culturally Responsive Teaching in Gifted Education. Winner of multiple awards, including the 2024 Diversity Award from the Council of Exceptional Children/The Association for the Gifted (TAG).

Friday, February 7, 2025
Session 3A
1:00 pm - 2:00 pm EST

How do constant digital connectivity and frequent distractions impact the cognitive development of today’s gifted students? This session explores how the unique thinking patterns of this generation affect their learning experiences. Discover strategies to manage these challenges, enhance focus, and foster deeper learning. Gain insights from neuroscience to apply practical methods to build expertise and transform potential into realized talent in the context of our digitally connected world.

Speaker's Bio:

Emily Mofield, Ed.D., is an Associate Professor at Lipscomb University with over two decades of experience in gifted education as a teacher, district leader, and researcher. She’s passionate about equipping teachers to support gifted and high-potential students through effective curriculum, differentiation, and strategies for social-emotional learning. Emily is the co-author of multiple award-winning books and resources, including Collaboration, Coteaching, and Coaching in Gifted Education (with Vicki Phelps), recognized as NAGC’s 2021 Book of the Year. Her recent work, Vertical Differentiation for Gifted, Advanced, and High-Potential Students, provides practical strategies to stretch student thinking.

Friday, February 7, 2025
Session 3B
1:00 pm - 2:00 pm EST

According to Steve Jobs, If you are working with something exciting that you really care about, you don’t have to be pushed. The vision pulls you. For many of our twice-exceptional learners, lagging executive functioning skills may get in the way of bringing a passion project from ideation to completion. In this session, we will share strategies that have allowed our 2e students to dive into interests and passions, build executive functioning skills, and learn about themselves along the way. 

Speaker's Bio:

Lynne Henwood has dedicated her career to advocating for gifted and twice-exceptional learners. Currently, Lynne is the Head of School for FlexSchool's Cloud Campus. She served as President of the New Jersey Association for Gifted Children (NJAGC) from 2018-2022 She also served on the Strengthening Gifted and Talented Education Advisory Committee (SGTEAC) for the New Jersey Department of Education. Previously, she was a gifted teacher and program coordinator for Washington Township Schools in Morris County, NJ. She has presented at several conferences (NAGC, SENG, NJAGC, ASPEN, Rutgers Gifted Education Conference) and has been a panelist on the MindMatters Roundtable and the G Word Panel Discussion.

Lynne earned a B. A. in Psychology from Dickinson College, a Gifted Education Certificate from Rutgers University, and an M. A. in Educational Psychology from the University of Connecticut Neag School of Education (Concentration: Giftedness, Creativity, and Talent Development). In 2018, Lynne was named New Jersey's Gifted Teacher of the Year and is the 2019 Mensa Foundation's Gifted Education Fellowship Award winner. Most recently, Lynne was awarded the NAGC 2020 Master’s & Specialist Award, and her NJAGC Advocacy Team won the NAGC 2020 David W. Belin Advocacy Award.

As a parent of four uniquely gifted children, Lynne understands that all children need to feel valued, accepted, and respected.

Friday, February 7, 2025
Session 3C
1:00 pm - 2:00 pm EST

What are the implications of the Big Five traits Openness to Experience and Conscientiousness for gifted education? Come explore that question from theory to classroom using literature and data from two groups of gifted students. We examine “giftedness” by comparing the Conscientious high achiever and Open creative iconoclasts. From there, we explore implications for identification, programming, and social-emotional support.

Speaker's Bio:

Dr. Shelagh Gallagher is the Director of the Office of Gifted and Talented Education at the University of North Texas. During the course of the career, she has conducted research, written award-winning curriculum, provided professional development, and contributed to state and national policy. Her recent interests revolve around policy and advocacy, including co-authoring the national report Americans Agree and leading the North Carolina initiative Talent Delayed/Talent Denied II. In 2016, Shelagh was recognized as Person of SIGnificance in gifted education (NSGT); she is also recipient of the Paper of the Year Award (NAGC), the James J. Gallagher Advocacy Award (NCAGT), and Provost’s Award for Teaching Excellence (UNC Charlotte). She received the NAGC Curriculum Award 8 times for her Problem-Based Learning units. She mentors in a 4th-grade reading program and spend summers with gifted youth at Camp Yunasa. Shelagh is in her third term as US delegate to the World Council on Gifted and Talented and her fifth term on the board of the North Carolina Association for Gifted and Talented; she also served for three terms on the National Association for Gifted Children Board of Directors, and is currently NAGC President.

Friday, February 7, 2025
Session 4A
2:30 pm - 3:30 pm EST

Gifted/neurodivergent individuals often bear the brunt of insults and taunts, media stereotyping, cyber bullying and rampant prejudice on a daily basis. Using case study material, we will show that chronic boredom due to persistent lack of adequate intellectual challenge, misunderstanding and misdiagnosis results in acute frustration and ramps up experiences of bullying. Finally, we will suggest ways of managing boredom and frustration such that the bullying can cease, and gifted individuals can flourish. 

Speakers' Bios:

Fiona Smith:

Fiona Smith is the Director of Gifted Minds Pty Ltd based in Sydney, Australia. She is a registered Psychologist and has a master’s degree in education, majoring in gifted education. Over the last twenty-six years Fiona has assessed over 4000 gifted children, adolescents and adults. Fiona travels all over Australia and has done assessments in China and Hong Kong. She has spoken at State, National and International conferences since 1998. Fiona is aphantasic and counsels aphantasic gifted clients. She has done research in creativity and mental health and well-being issues seen in creative young adults in Australia.

Dominic Westbrook:

Dominic Westbrook is the Counsellor at Gifted Minds. He has a Bachelor of Arts Degree and a Graduate Diploma in Counselling. His role is to work with gifted children, adolescents and young adults in resilience-based training to help with any negative aspects of intensity and high ability. Growing up as a gifted student himself, he has a clear understanding of the frustration and boredom that can be a factor in some academic institutions. Dominic works with his clients to create balance between the intellectual, emotional and social spheres using person-centred and cognitive behavioural therapy techniques.

Friday, February 7, 2025
Session 4B
2:30 pm - 3:30 pm EST

Asynchronous development, sensitivity, and intensity in gifted and twice-exceptional youth can affect their growth and development. Uncertainty fuels frustration, perfectionism, and anxiety for some as they struggle to adjust to the world around them. Loss, trauma, and existential concerns complicate their situation. Dr. Amend will explore these challenges and their effects on gifted and 2e students as well as strategies to foster healthy growth, manage frustration, and build resilience. Ideas for self-care will help participants recharge in the wake of the challenges that come with teaching and raising these amazing kids.

Speaker's Bio:

Edward R. Amend, Psy.D., a licensed clinical psychologist at The Amend Group in Lexington, KY, focuses on the social, emotional, and educational needs of gifted, twice-exceptional, and neurodivergent youth, adults, and their families. Dr. Amend is co-author of the revised edition of A Parent's Guide to Gifted Children: A Resource for Caregivers and Advocates, as well as other award-winning books, chapters, and articles about gifted children. He presents nationally and internationally, and his service has included various leadership roles with NAGC, SENG, KAGE, and The G WORD film’s Advisory Board.

Friday, February 7, 2025
Session 4C
2:30 pm - 3:30 pm EST

Educator Sam Young will join Drs. Matt Zakreski and Michael Postma to discuss this important topic. They will address relevant concerns and take questions from the audience.

Speaker's Bio:

Dr. Michael Postma:

Dr. Mike Postma is a teacher, administrator, consultant, speaker, and author dedicated to the holistic development of both gifted and twice-exceptional children through his company Gifted & Thriving, LLC. Over the last two decades, Dr. Postma has worked in the field of gifted/talented education as both a teacher and administrator in the public and charter school system in Minnesota and North Carolina, and was the architect of the Minnetonka Navigator Program, a magnet school specifically designed for highly gifted and twice-exceptional students. Dr. Postma was also the Executive Director of SENG from 2017-2019 and Director of Programming until 2022. Dr. Postma has published a number of articles and two books, the latest titled The Inconvenient Student: Critical Issues in the Identification and Education of Twice Exceptional Students. He travels and speaks nationally and internationally on a variety of topics such as: the social/emotional development of the gifted, understanding twice-exceptional learners, gifted/talented programming, neuroscience and the gifted/2e brain, and school related topics from understanding assessment to quality instruction for gifted/2e learners. He currently lives in Bellingham, WA and is the father of four children, three of whom are twice-exceptional.

Sam Young:

Sam Young, M.Ed., is the Head of School at Young Scholars Academy, a strength-based, talent-focused virtual enrichment program that empowers gifted, twice-exceptional, and neurodivergent students to feel seen, nurtured, and happy as heck through strength-based courses, camps, and community!

Sam is a two-time Fulbright Scholar, TEDx presenter, Keynote speaker, former Bridges Academy educator of nearly 10 years, and a Bridges Graduate School of Cognitive Diversity alumni. Additionally, Sam is a neurodivergent person himself who has committed his life to bright, quirky students to overcome the harmful deficit-based system and discover, develop, and lead strength-based, talent-focused lives!

Dr. Matt Zakreski:

Matthew “Dr. Matt” Zakreski, PsyD is a high energy, creative clinical psychologist and professional speaker who utilizes an eclectic approach to meet the specific needs of his neurodivergent clients. He is proud to serve the Gifted community as a consultant, a professor, an author, and a researcher. He has spoken over a thousand times all over the world about supporting neurodivergent kids. Dr. Zakreski is a member of Supporting the Emotional Needs of the Gifted (SENG), the National Association for Gifted Children (NAGC), the New Jersey Association for Gifted Children (NJAGC), and Pennsylvania Association for Gifted Education (PAGE). Dr. Zakreski graduated from Widener University’s Institute for Graduate Clinical Psychology (IGCP) in 2016. He is the co-founder of The Neurodiversity Collective, LLC, co-host of the podcast “Nerding out on Neurodiversity,” and the author of the Neurodiversity Playbook: How Neurodivergent People Can Crack the Code of Living in a Neurotypical World.

Friday, February 7, 2025
Session 5A
4:00 pm - 5:00 pm EST

This interactive presentation will explore gifted/2e characteristics and how they can be harnessed to support us during times of difficult change. This will be a space for sharing experiences, fears and feelings as individuals as well as parents. We will look at societal shifts through the lens of Dabrowski’s Theory of Positive Disintegration while recognizing opportunities for personal growth.

Speaker's Bio:

Tina Harlow, LCSW has over 30 years of experience as a child therapist and 10 years specializing in the area of giftedness. She now serves as a consultant, speaker and advocate for gifted, neurodivergent and lgbtq+ youth. Tina is the mother to two gifted adult children. Her work has traversed a variety of settings including private practice, outpatient, day treatment, residential, intensive family treatment, child welfare, schools and even a performing arts camp. Tina presents at conferences nationally and internationally on the social and emotional aspects of gifted children. She is a SENG Community Group Facilitator and partners with the Dabrowski Center to provide courses, retreats and conferences which emphasize personal growth.

Friday, February 7, 2025
Session 5B
4:00 pm - 5:00 pm EST

Socializing has changed and continues to do so in the wake of the pandemic. While there are many confounding struggles that our students face daily, we must also recognize that socializing itself is transforming.

In this session, you will discover real, actionable advice that can help your 2e child start connecting with confidence, today! We will review 10 tips for supporting socializing.

As Jill Bolte Taylor famously said, “Most of us think of ourselves as thinking creatures that feel, but we are actually feeling creatures that think.”

The research is clear- students can’t do all the things we want if they are not developing happy and healthy attachments and forming healthy relationships.

This presentation walks participants through a strength-based, talent-focused approach to supporting twice-exceptional students on their journey to connect with others in ways they feel happiest.

The overall aim of this talk is to:

1. Empower our kiddos to socialize successfully and sustainably
2. Encourage parents and educators to inventory and challenge preconceived ideas around socializing
3. Enable parents and educators to make a personal shift so that our students can thrive

The presentation takes participants on a journey through 10 research-based strategies to accomplish the 2 aforementioned goals.

This presentation is integral in helping educators and parents check their biases and open their minds to how socializing is changing all around us. We will explore research by: Renzulli, Piaget, Baum, Kaufman, Gardner, and others

Most importantly, participants leave with 10 actionable tips that they can put to work instantly to help the twice-exceptional learners in their lives!

Learning Outcomes/Objectives:

• Participants will identify and inventory personal biases around socializing and will open up to a new, strength-based perspective.
• Participants will explore the 10 tips and apply the framework that empowers them to take an honest look at their students’ strengths and preferences, ultimately redefining socializing.
• Participants will identify direct, unconventional avenues for socializing and will declare 3 areas in which they will take action to empower their students.

Speaker's Bio: 

Sam Young, M.Ed., is the Head of School at Young Scholars Academy, a strength-based, talent-focused virtual enrichment program that empowers gifted, twice-exceptional, and neurodivergent students to feel seen, nurtured, and happy as heck through strength-based courses, camps, and community!

Sam is a two-time Fulbright Scholar, TEDx presenter, Keynote speaker, former Bridges Academy educator of nearly 10 years, and a Bridges Graduate School of Cognitive Diversity alumni. Additionally, Sam is a neurodivergent person himself who has committed his life to bright, quirky students to overcome the harmful deficit-based system and discover, develop, and lead strength-based, talent-focused lives!

Friday, February 7, 2025
Session 5C
4:00 pm - 5:00 pm EST

The right educational environment can have a huge impact not just on a 2e child's academic success, but on their mental health, self-concept, and overall wellbeing. In this presentation, learn what factors are important in choosing a public, private, or alternative school situation (the academics might be the least of it!), what questions to ask, the fallacy of the "perfect" school, and how to determine if a school experience is a success. 

Speaker's Bio:

Dr. Lisa White is a licensed clinical psychologist at Summit Center, in the San Francisco Bay Area, and has worked with gifted and twice-exceptional children for almost 20 years. She provides strengths-based, neuropsychological evaluations for children and adolescents as well as coaching and consultation to guide parents in raising their 2e children and to help families find the best educational environment for their kids. Dr. White has special interests in the particular needs of gifted/2e girls, girls and women with ADHD, and how 2e teens date and have relationships. She is also the parent of young-adult gifted/2e twins.

Saturday, February 8, 2025
Session 1A
10:00 am - 11:00 am EST

Whether due to executive functioning issues, learning disabilities, or perfectionistic tendencies, insightful ideas and rich verbal responses often fall short when gifted students are tasked with putting pen to paper. Writing involves a multitude of neurological and motor processes working systematically. For neurodivergent individuals, breakdowns in this system often lead to frustration, discouragement, and shutdown. Discover many of the neurobiological processes at work within written expression and discuss tools to encourage individuals through the writing process.

Speaker's Bio:

 Carol Raymond is a Ph.D. student at Baylor University in School Psychology. Carol’s eclectic educational background includes bachelor’s degrees in Music Performance and Music Education, a master’s degree in Gifted Education, an Educational Diagnostician certification, and a Certificate in College Counseling. Previously, Carol served as the Director of Assessment and College Advising at E.A. Young Academy, a school for gifted and high ability scholars, where she developed the school’s talent development program and taught courses such as AP Research, AP Seminar, and Applied Research and Statistics.

As a private consultant, Carol provides psychoeducational assessment, college/career consulting, personalized tutoring, and parent/educator training. She is also a SENG Community Group (SCG) Facilitator and Facilitator Trainer.

Carol’s current research focuses on optimal identification, interventions, accommodations, and academic environments for twice exceptional and profoundly gifted individuals. She is also interested in exploring machine-learning applications to match assessment results with appropriate interventions.

Saturday, February 8, 2025
Session 1B
10:00 am - 11:00 am EST

This session is all about reflecting, reframing, and redirecting: practical, data-backed tools that enable real positive change in our children, and ourselves!
• Build resilience in our kids – make them “bully-proof” and eager to tackle hard things
• Develop intrinsic motivation with the latest in motivation science (which has come a long way since Dweck’s “Growth Mindset” {2006})
• Translate relationships into powerful agency-building tools
• Enable the soft-skills that really translate into lifelong success

Speaker's Bio:

Nicole Mattingly, M.A., is a Doctoral Candidate (ABD) in Educational Psychology at the University of North Texas (Denton). With a focus on Gifted, 2e, & PG populations; Nicole is a facilitator trainer and facilitates SENG Community Groups. A former Instructor and biochemical researcher at University of Colorado (Boulder) and a parent to 2e/PG children; Nicole’s research regards support groups, acceleration outcomes, PG populations, Motivation Science, and the psychosocial and academic needs of gifted children and families. Nicole regularly presents at gifted conferences, with more than 30 sessions (since 2020) at NAGC, TAGT, CAGT, SENG; with invitations from Michigan Gifted, Baylor 2e, Denver Mensa, and the Davidson Institute Expert Series.

Saturday, February 8, 2025
Session 1C
10:00 am - 11:00 am EST

Every classroom includes a spectrum of learners, and the outliers on both ends pose some of the greatest challenges to educators and families. What do the terms “gifted” or “twice exceptional” (“2E”) mean? Who are we talking about? You may be surprised by the characteristics of this population and all that goes with these neurodiverse profiles, including super sensitivities, living with intensity, and passion in their areas of interest. Learn the unifying traits and theories that define gifted and twice exceptional (2E) children, even when they are hiding.

Speakers' Bios:

Michelle Barmazel:

Michelle Barmazel is an advocate for the highly gifted. She has been serving on the MAGE Board for 8 years and has been co-President for 4. An education consultant for families with highly and profoundly gifted children, Michelle has an MPA from Harvard Kennedy School with a focus on gifted education policy.  She also has an MBA from Stanford Business School and a BA from UCLA in linguistics/computer science. A former McKinsey & Co. consultant, Michelle moved into education when it became clear that her children didn't fit the mold around which the current education system was based and needed something more.

While at Harvard, Michelle gave her talk at the TEDxHGSE conference “Why Gifted May Not Be What You Think.” She sits on several non-profit and for-profit boards including the Hoffman Institute, Harvard Alumni for Education, NFTE, and Ascent Leadership Networks. She has also served on the board of several Stanford alumni chapters and is the former board chair of PG (Profoundly Gifted) Retreat*  

Michelle regularly performs teacher trainings, speaks on Gifted Education and 2E, and supports clients in the gifted & talented field.

Karen Blumstein:

Karen Blumstein is an educator with a background in elementary, special needs education and gifted and talented education. Trained in Orton-Gillingham Approach, Karen has nine years of experience working as a self-contained fourth grade classroom teacher and as a tutor at a specialized school for the dyslexic, working with Twice Exceptional youth. Using her dual bachelor’s degree in history and elementary education and master’s degree in special education, she has created multi-ability level interdisciplinary curricula and presented them at conferences.

Karen earned a certification in Gifted and Talented Education from the University of Connecticut and became involved in MAGE in 2020, where she serves as co-President and Parent Liaison. She has experience understanding gifted from both the perspectives of an educator and as the parent of gifted children. Karen is passionate about gifted education and supporting goals that will produce enjoyment, engagement and enthusiasm for learning. She regularly designs and delivers conferences, teacher trainings and presentations on Gifted Education and Twice Exceptionality.

Saturday, February 8, 2025
Session 2A
11:30 am - 12:30 pm EST

"The privilege of a lifetime is being who you are." -Joseph Campbell.

The fundamental challenge of the gifted child, whether aware of it or not, is finding permission to be that authentic self that life/God/Universe has touched the child to be, and then finding the courage to execute that life when society, family, schools, and media often pressure the different to conform and be normal. The ultimate challenge is to be authentic. It is a challenge that persists well into old age. Without a relationship with the authentic self, there will be no joy, no peace, and no truth in the expression of their creativity.

This all boils down to one linchpin: courage. Any artist, any scientist, any writer, any dancer, any entrepreneur, any musician, any creative knows that there are those moments when you feel fear of expressing what you're really longing to express or what you know most needs to be said or done. Only the courage to believe in and act on the authentic voice of the soul will push through these inevitable fears.

Thus, my talk will focus on helping parents and educators connect the gifted to their authentic self and facilitate the development of the child's self-permission and courage.

Speaker's Bio:

1971. By age 4, it was evident: Sven was different...very different.

Seeing this clearly, having raised five kids before him, Sven's parents petitioned the local school Superintendent of their small Minnesota town, to let him start school a year early. Objecting sharply, the Superintendent, replied, "If we do this, Sven will never measure up to his peers academically, athletically, or socially." His parents persisted; the Superintendent relented.

After moving to a large, blue-collar suburb, Sven's elementary years were marked by high achievement and lots of discipline issues. A first grade teacher said to Sven's mother, who herself had been a public school teacher but now ran the education program of a very large suburban church, in the literal sense, "Sven refuses to color inside the lines," long before that became a common metaphor for the gifted and talented.

Sven would go on to be well outside of any box, while always being one of the more creative and accomplished kids, but also spending a lot of time in the principal's office. He was blessed with parents and siblings who simply considered him 'different,' and largely encouraged him to do as much or as little as he felt he wanted. He was also blessed with many great teachers and principals in his public school district, who did likewise, even when Sven could be a massive pain in the keister! Most critically, his mother encouraged his boredom. She would not try to solve it or try to entertain him. As if to presage the creative process central to his writing/speaking career, decades later, Sven spent a lot of time staring at the ceiling, throwing a ball against a wall, and walking alone.

By his mid-teens, he was in his school's inaugural group for gifted kids, was voted Most Talented by his junior high class, later lettered in three sports every year, was in drama, choir, and orchestra for 10 years, played in the Minneapolis city-wide youth orchestra, as well, and was a State Runner-up in wrestling. He went on to play Division 1 football while a cadet at the US Air Force Academy, eventually leaving to pursue ordained ministry. He finished seminary in Berkeley, CA, while also finishing his first book, Spiritual but not Religious: A Call to Religious Revolution in America, and beginning to build his soul counseling practice. Prior to and during his tenure as a pastor, he was thrown out of ministry three separate times for his cutting-edge books, his stance on gay rights, and his personality, which was specifically described by the leaders of his denomination as, "both unnerving and offensive, and quite unsuited for ministry."

During his time in ministry, he served as the Sports Pastor of a church, becoming the first recorded sports pastor in the history of his denomination. He also did a stint for two years, while between churches, as an NCAA Head Coach for Strength and Conditioning.

After leaving ministry, Sven gave up all of his life possessions and drained his bank account, moving to Oakland, CA, where he worked with and lived among the homeless, quite literally sleeping on concrete every night for 2 1/2 years. During ministry and this time on the street, Sven wrote several more books and lectured at the graduate and undergraduate levels in the fields of early childhood development, fitness leadership, sports psychology, and the spirituality-culture nexus.

Moving to the East Coast, Sven shifted his work back to full-time counseling as a corporate coach and high-level counselor to the world of finance, industry, entertainment, academia, and politics. Specializing in people who either have it all yet still have a gaping hole inside, people who have had massive career success but have tragically broken personal lives, and people who are high-achievers and creatives but do not resonate with the modalities of normal counseling, Sven built a very successful global counseling/coaching business in Manhattan, NYC.

Sven has always been and continues to be the consummate outsider, who knows how to speak to the struggles of the creatives, the high-achievers, the gifted, and those struggling to find their truest self.

He has two children in their 30s, who are married and happy, as well as three dogs.

Saturday, February 8, 2025
Session 2B
11:30 am - 12:30 pm EST

Participants will find out about a practical educational model for gifted and twice-exceptional students that fits, provides authentic connections with others like them, and why it is necessary. This secret sauce inverts the factory-like system of public education to one where individual children and youth are the center of their learning, where knowledge and their well-being are the goal, and where educators are the facilitators of each student's learning. This will include the key components of this innovative paradigm shift and how it can be used at a public or private school, homeschool, or online.

Speaker's Bio:

Dr. MaryGrace Stewart is the Founder and CAO of IDEAL4Gifted. She has over 40 years of experience in gifted and talented education. As the Parent Liaison and President of the Massachusetts Association for Gifted Education, she worked with nearly 400 families to inform them and their teachers about best teaching practices for gifted and 2E students. Dr. Stewart has presented on gifted education at conferences and schools across the U.S., as well as in China, and Kenya.

Her passion for inventiveness and leadership was first recognized in 2nd grade and has continued with her B.S. in Art Education, an M.A. in Physiology of Art Production, her Certificate of Advanced Graduate Studies in Gifted Education, and her Doctorate in Organizational Change and Leadership in Education. She has been fortunate to have studied with several renowned professors and has synthesized models, theories, and research into the foundation of IDEAL4Gifted.

She has received the "Exemplary Service Award" (Southwestern Central Schools), "Teacher of the Year" (Clover St. School), the "Service Award" (Massachusetts Association for Gifted Education), and the National Association for Gifted Children's "Community Service Award". Dr. Stewart's commitment to educating gifted and twice-exceptional children is unparalleled and shines through her love of the children.

Saturday, February 8, 2025
Session 2C
11:30 am - 12:30 pm EST

Gifted/2e students frequently find that schools don’t fit their social, emotional, and academic needs. It is common for these families to change schools, looking for a better fit. What are families searching for and where do they land? How can educators and parents learn from these shared experiences? Are there ramifications of frequent school hopping? In this session, we will look at our most recent case study of families who have made numerous school changes, even where gifted programming exists. We will discuss how best to support these learners, how better teacher-parent communications might reduce these departures, and other takeaways for parents and educators.

Speaker's Bio:

Lisa Jobe, JD, a 2nd year doctoral student at BGS, specializes in serving highly and profoundly gifted/twice exceptional learners on their individualized learning pathways. She pivoted from corporate law to homeschool her profoundly gifted sons, serving in the gifted/2e community and becoming a nationally recognized advocate in raising awareness for the unique needs of profoundly gifted learners.

Lisa is the co-founder of Sequoia Gifted and Creative, LLC, serving gifted/2e learners and their families across the U.S. and internationally with school advocacy, homeschooling, and parent support. Lisa’s.legal expertise, experience, and passion for gifted youth make her a powerful school advocate for families; likewise, she is a leading expert in gifted homeschooling and strengths-based interest-focused talent development with her extensive knowledge of resources, pathways, and early college opportunities.

In addition to her practice, Lisa volunteers significant time to the gifted/2e community. She serves on the Board of Directors at the Gifted Homeschoolers’ Forum (GHF) as the Director of the International Gifted/2e Virtual Co-Op, which she designed and leads. Passionate about providing gifted/2e parent support, she leads the Davidson Young Scholars’ Homeschool Parent Support Group and facilitates SENG Parent Groups. She also recently created Sequoia Semper Virens, a collaborative model where gifted/2e parents can more easily connect with expert professionals to serve their family’s needs. In addition, Lisa volunteers significant time speaking at conferences and other events, most recently at NAGC and Davidson Institute.A prolific writer, she is frequently published.

Saturday, February 8, 2025
Session 3A
1:00 pm - 2:00 pm EST

This presentation examines the intersection of trauma and gifted neurodivergence, exploring how these experiences interact to create unique psychological and neurological profiles distinct from the neuromajority. Participants will delve into topics such as asynchronicity, compensation, masking, and heightened intensity/overexcitability, gaining insights into how these factors shape engagement with trauma. The session will also provide practical approaches to processing trauma and accessing support, helping educators, administrators, mental health professionals, families, and gifted individuals navigate these complexities and foster post-traumatic growth.

Speaker's Bio:

Bright Insight Support Network founder and president, Patty Gently MSMHC, PhD, is a trauma therapist and coach who specializes in EMDR and works with gifted neurodivergent and other marginalized populations. She is an experienced author, educator, and presenter who promotes integrated inclusivity, a holistic understanding of neurodiversity, and information integrity. Author of Identity Development Theory and the book Intersection of Intensity: Exploring Giftedness and Trauma, Dr. Gently is an experienced innovator in the field of gifted mental health and education.

Saturday, February 8, 2025
Session 3B
1:00 pm - 2:00 pm EST

Gifted and 2e kids often experience frustration with their job—the job of school. This can lead to anything from ignoring what they call busy work to outright school refusal. Family relationships can suffer when parents and caregivers feel required to monitor and support homework completion. How do you cope when your child hates school and it interferes with your relationships at home? Let’s talk about what you have the power to change and ways to help your child find a sense of ownership and personal pride in the job of school.

Speaker's Bio:

Carol Malueg is a learning coach and consultant, specializing in gifted and twice-exceptional education and support. Carol sits on the Board of Directors for the Minnesota Council for the Gifted and Talented (MCGT) and the Gifted Homeschoolers Forum (GHF). She was honored with the MCGT Friend of the Gifted Award in 2020 and the Supporting Emotional Needs of the Gifted (SENG) Presidential Award for Distinguished Service in 2021. Her company, Gifted Roads, addresses the gifted and multi-exceptional experience across the lifespan. https://giftedroads.com

Saturday, February 8, 2025
Session 3C
1:00 pm - 2:00 pm EST

While “restricted interests” is a diagnostic criterion for autism, research shows these “passionate interests” may enhance autistic students’ skills in areas where autistic people typically are seen to struggle (social communication, emotional regulation, motivation, and executive function). This workshop explores insights from research and real-world experiences of passionate interests in the lives and learning of the autistic. Learn about activities to help educators and parents identify, plan for, and integrate interests for all students in inclusive, strength-based classrooms and home life.

Speaker's Bio:

Callie Turk is the Co-Founder of REEL, a nonprofit focused on supporting educators and families of 2e learners, where she draws on her 15-plus year career working with ed tech companies and school districts at the cutting edge of educator professional learning. Callie received her MBA from Stanford University with a concentration in public and nonprofit management as well as a BS from Miami University (Ohio) in marketing. She is pursuing her doctorate degree at the Bridges Graduate School of Cognitive Diversity in Education. She writes for 2eNews, has appeared on the Children’s Health Council’s Voices of Compassion podcast, and has presented at many regional and national venues including the 2e @ William & Mary Conference, CUNY’s Neurodiversity Conference, NAGC (National Association for Gifted Children), SENG (Supporting Emotional Needs of the Gifted), CEC (Council for Exceptional Children), G/T/N (Gifted/Talented/Neurodiverse) Week, and the California Inclusion Collaborative, among others.

Saturday, February 8, 2025
Session 4A
2:30 pm - 3:30 pm EST

Do you have a neurodivergent student who is underperforming in school? Let’s help them get their light back! A happy and engaged student is one who will take on challenges. In this positivity-focused workshop, we will emphasize the many reasons neurodivergent students have to celebrate their diagnoses. We will identify strategies for building confidence, self-esteem, and self-efficacy by providing opportunities for individuals to show and grow their strengths, learning ways to tease apart the conceptual content goals from the challenges in expression, and integrating strength-based strategies into everyday life.

Speakers' Bios:

Abby Kirigin, Ed.D. serves as Executive Director of REEL, a nonprofit serving the families and educators of twice-exceptional learners. Abby is a lifelong learner and passionate advocate of education for all. In support of her commitment to the success of neurodivergent and twice-exceptional students, she recently received her Ed.D. degree from Bridges Graduate School of Cognitive Diversity in Education. Prior to joining REEL as Executive Director, Abby was the Administrative and Advancement Director at Touchstone Learning, a 2E elementary micro-school in Redwood City. In addition to her passion for education, Abby is an interaction designer with many years of experience both working at and founding technology startups. Abby is also a mom to three gifted, creative, and 2e children. She received her Master’s degree in Human-Computer Interaction from Carnegie Mellon and her undergraduate degree from NYU in Computer Science & Philosophy.

Saturday, February 8, 2025
Session 4B
2:30 pm - 3:30 pm EST

Sometimes teachers need to have difficult conversations with parents and guardians. Do you dread these conversations? Join us for strategies and tips to make these conversations productive and meaningful for all parties involved. We will share methods to communicate teacher concerns without alienating parents and guardians so gifted and 2e students get what they need to succeed in school.

Speaker's Bio:

S. Ley-Anne Folks, (M.Ed., B.Ed., BA) is a third year Doctor of Education student in Cognitive Diversity at Bridges Graduate School in California. In her interdisciplinary Master of Education degree (Gifted with ADHD), she investigated the role of executive functions (EF) in learning for gifted youth with ADHD and developed classroom support strategies and techniques for gifted and twice-exceptional (2e) students with EF delays. Her current research interests include complex 2e learners, particularly those who struggle with emotional self-regulation. In general, Ley-Anne is interested in bridging the gap between research and application for 2e students.

Saturday, February 8, 2025
Session 4C
2:30 pm - 3:30 pm EST

This presentation is for gifted coordinators/educators/professionals/parents who desire to increase diversity in gifted education programs in their schools. Participants will explore GT teachers’ responses when asked how they would increase diversity with more inclusive practices for students with high intellectual potential, and it will include the results of district protocol using local norms to increase identification of diverse students with high potential. It is documented that identifying diverse student populations for gifted services appears to be a perennial and perpetual issue (Ford & Grantham, 2003, 2011; Ford et al., 2008; Peters, Gentry et al., 2019). In this context, it is generally accepted that diversity consists of students of color, students who are intellectually gifted with concomitant disabilities (2E), English Language Learners (ELL), and students from low socioeconomic status (SES). Despite persistent and long-term efforts, it appears that learners who are culturally, linguistically, or economically diverse (CLED), or who manifest disabilities as well as high intellectual potential, continue to be unequally identified and served in gifted programs (Briggs, Reis, & Sullivan, 2008). Because of this, it is important to understand teachers’ expectations pertinent to high intellectual potential and how those expectations might help them to create a more inclusive identification process. Research has documented that academic achievement can be influenced by teachers’ perceptions and expectations (Harris & Sass, 2011; Kane & Staiger, 2008). Although research studies have explored continuing underrepresentation of diverse populations in GT programs, the voices of GT teachers have been left out of critical research about this.

Speaker's Bio:

Linda Elizabeth Lawhorn Collins, Ed.D, is a gifted education teacher at Park Hill School District in Kansas City, Missouri, who specializes in working with 2e students, presents nationally, and enjoys researching and writing about gifted students. In 2004, Linda was Master Teacher of the Year for Blue Valley School District, and in 2009, and she was the Blue Valley School District’s Kansas Teacher of the Year, and the semi-finalist for Region 3, Kansas Teacher of the Year. Linda was named a 2013 Sunflower Ambassador for the Blue Valley School District, was Park Hill School District's Star of the Month in 2020, and she has served as a member of the Editorial board for SENG. Linda earned her Doctorate in Education, in 2023, from the University of Kansas in Curriculum and Instruction with a specialization in gifted education. Linda’s dissertation research focused on the underrepresentation of diverse students in gifted education and gifted education teachers' ideas about more inclusive practices. One of her students wrote "if middle school is a hurricane, then our gifted class is the eye of the storm." Linda is married to her high school sweetheart and enjoys spending time with her delightfully diverse 2e family.

Saturday, February 8, 2025
Session 5A
4:00 pm - 5:00 pm EST

Boundaries boundaries boundaries. There seems to be a consensus within the public-at-large and among most psychotherapists that they are the key ingredient in healthy relationships. Most of us have heard some version of these: Know your limits; Learn to say No; Children need firm and consistent boundaries; Natural consequences are more effective than threats or punishment; Don’t be a pushover; Don’t hover-helicopter-micromanage. Still, setting the right boundaries can feel like aiming at a moving target, especially when the social dynamics and the spectrum of neurodivergence and needs –– i.e. empathy, high sensitivity, stimulation tolerance, giftedness, and emotional regulation –– greatly vary within ourselves and those we are trying to set boundaries with. In this webinar, Dr. Loraine Van Tuyl will draw from the work of thought leaders in the mental health field, her personal discoveries as a highly sensitive person and three decades of professional experience as a holistic eco psychologist to offer insights and a framework that have helped her and her clients set context-appropriate, conscious boundaries that are aligned with their intellectual, emotional, and spiritual gifts and mutually beneficial to all involved parties.

Speaker's Bio:

Loraine Van Tuyl, PhD, provides virtual and in-person therapy services to 2-e, neurodivergent, and gifted children, adolescents, and adults at Summit Center in Walnut Creek. Especially clients who identify as “old souls” have found her strength-based methods helpful in reducing social /performance anxiety, perfectionism, low self-esteem, and cognitive distortions. Her expressive arts modalities, i.e. play and sandtray therapy, offer children and teens an inviting and safe space to explore needs and emotions that bewilder and overwhelm them. In her work with adults, she integrates conventional talk therapy with psychoeducation, neuroscience research, guided mind-body wisdom techniques, and meditative practices to enhance their sense of wellbeing, confidence, and intuitive resilience. She teaches self-awareness, creative problem-solving, and communication skills to parents struggling with feelings of guilt, helplessness, self-doubt, or frustration in raising their 2-e kids, and helps them to develop a unique plan of success that aligns with their value system and honors their child(ren)’s intellectual, emotional, and spiritual (IQ, EQ, and SQ) gifts. Dr. Van Tuyl received her doctoral degree from Palo Alto University and has shared her extensive clinical expertise at professional conventions, universities, on radio shows and podcasts, and in articles and books (Amazon Wisdom Keeper and Soul Authority).

Saturday, February 8, 2025
Session 5B
4:00 pm - 5:00 pm EST

This session will delve into the complex emotional landscape of academically accelerated students, bridging the gap between theoretical research and real-world experiences. By examining the psychosocial characteristics of high achievers and the factors that enable acceleration, we will explore the unique challenges and opportunities faced by these students.

We will discuss the importance of intellectual peer groups and the potential for acceleration to benefit underprivileged students. However, we will also address the social and interpersonal struggles that can arise when students are significantly ahead of their peers.

Key Topics:

• Understanding the Spectrum of Struggles: We will explore the various social, emotional, developmental, and intellectual challenges faced by accelerated students, providing concrete examples to illustrate these issues.
• Empowering Students Beyond Academics: We will discuss practical coping mechanisms that can help students develop their emotional intelligence, social skills, and overall well-being.
• Creating Supportive Environments: We will provide strategies for creating optimal learning environments at home, school, and in extracurricular activities to nurture the holistic development of accelerated students.

By the end of this session, participants will:

• Gain a deeper understanding of the multifaceted needs of accelerated students.
• Learn practical strategies to support students' emotional and social development.
• Develop the confidence to implement these strategies in real-world settings. 

Ultimately, this session aims to equip parents and educators with the tools and knowledge they need to support the emotional well-being of gifted children, ensuring their success both inside and outside the classroom.

Speaker's Bio:

Nicole Mattingly, M.A., is a Doctoral Candidate (ABD) in Educational Psychology at the University of North Texas (Denton). With a focus on Gifted, 2e, & PG populations; Nicole is a facilitator trainer and facilitates SENG Community Groups. A former Instructor and biochemical researcher at University of Colorado (Boulder) and a parent to 2e/PG children; Nicole’s research regards support groups, acceleration outcomes, PG populations, Motivation Science, and the psychosocial and academic needs of gifted children and families. Nicole regularly presents at gifted conferences, with more than 30 sessions (since 2020) at NAGC, TAGT, CAGT, SENG; with invitations from Michigan Gifted, Baylor 2e, Denver Mensa, and the Davidson Institute Expert Series.

Saturday, February 8, 2025
Session 5C
4:00 pm - 5:00 pm EST

It can be difficult to assess progress for gifted/2e students. Many gifted students have an intimate knowledge of what is scheduled to be taught. Students with multi-exceptionalities present even more difficulty. Inconsistent results, lack of motivation and interest, and uneven profiles make it almost impossible to chart progress, especially in areas of challenge. This session will focus on how to continually assess for learning in order to ascertain a greater understanding of progress against learning standards/goals. Both the challenges and strategies to assess diagnostically, formatively, and summatively will be presented and discussed. This is not only for educators but parents as well who should understand the process of what good assessment looks like in the classroom.

Speaker's Bio:

Dr. Mike Postma is a teacher, administrator, consultant, speaker, and author dedicated to the holistic development of both gifted and twice-exceptional children through his company Gifted & Thriving, LLC. Over the last two decades, Dr. Postma has worked in the field of gifted/talented education as both a teacher and administrator in the public and charter school system in Minnesota and North Carolina, and was the architect of the Minnetonka Navigator Program, a magnet school specifically designed for highly gifted and twice-exceptional students. Dr. Postma was also the Executive Director of SENG from 2017-2019 and Director of Programming until 2022. Dr. Postma has published a number of articles and two books, the latest titled The Inconvenient Student: Critical Issues in the Identification and Education of Twice Exceptional Students. He travels and speaks nationally and internationally on a variety of topics such as: the social/emotional development of the gifted, understanding twice-exceptional learners, gifted/talented programming, neuroscience and the gifted/2e brain, and school related topics from understanding assessment to quality instruction for gifted/2e learners. He currently lives in Bellingham, WA and is the father of four children, three of whom are twice-exceptional.

Pre-recorded

Artificial intelligence is a major technological development influencing our society. While AI has been around for years, generative AI is very different, and our students will need experience with generative AI for their future careers. This session is designed to provide tools and discussion for educators interested in starting to use AI.

Speakers' Bios:

Dr. Tyler Clark:

Tyler Clark, EdD, is the assistant director of operations at The Center for Gifted Studies at Western Kentucky University and the executive administrator of the World Council for Gifted and Talented Children. He is active in organizations at the state, national, and international levels. His research interests include AI, equity issues, and STEM areas in gifted education and talent development.

Elizabeth Joyce:

Elizabeth Joyce serves as the Assistant Director of Programming at The Center for Gifted Studies at Western Kentucky University. A Bowling Green, KY, native, she undertook adventures in North Carolina (Go Heels!) and Florida before returning to her home state. Many of those years afield were spent in sports journalism before she moved into gifted education. Most recently, she worked as a teacher of gifted studies at the elementary and middle school levels in Pinellas County Schools, Florida, and helped develop a STEM program for talent development students.

Pre-recorded

Parents often question if they are offering a tool or providing a crutch. They question if they are supporting their child or enabling them when they intervene. Come to this presentation with your parenting conundrums and leave with a clear understanding about when to lean in with support and when to back off. Knowing where to 'set the bar' is especially challenging for 2e kids, whose development is highly asynchronous. At the same time, they have real support needs and a desire to feel capable. Take home a personalized template for 'how to best support my child' based on their individual needs.

Speaker's Bio:

Dr. Megan Helmen is a pediatric neuropsychologist who has been in the field for 12+ years. She has developed a niche of identifying developmental disabilities in gifted individuals, leading to a deeper understanding of how to better understand and support them. She believes in balancing clinical expertise and research-based interventions with connection and a sense of humor. In 2022, she opened her group practice, Developmental Discoveries, in Plymouth, MN. She has developed an evaluation process that values each child as a whole human who can be included by asking questions and receiving feedback.