Speakers & Topics

Friday, April 24, 2026
Session 1A
10:00 am - 11:15 am EDT

Many people reach adulthood before realizing they are neurodivergent or gifted—often after years of being misunderstood, misdiagnosed, or unsupported. This session explores what it means to receive a late-identified label, including the validation it can bring, the grief for missed supports, and the process of reinterpreting a lifetime of experiences. Participants will consider how to use this information in adulthood—personally, professionally, and as parents—while gaining insight into how early recognition (or lack of it) impacts long-term well-being.

Bio:

Julia Hodgson, Psy.D., M.Ed., is a licensed psychologist in Pennsylvania and New Jersey, Clinical Director of Courage Medicine Health Center in Philadelphia, and works behind the scenes at The Neurodiversity Collective. She specializes in trauma-informed, sex-positive, and LGBTQIA+-affirming care, with particular expertise in perinatal mental health, addiction psychology, and integrated behavioral health in medical settings. She has published and presented extensively on topics including trauma, stigma, chronic illness, and integrated behavioral medicine.

Friday, April 24, 2026
Session 1B
10:00 am - 11:15 am EDT

Beatles John Lennon, Paul McCartney, George Harrison, and Ringo Starr eventually became the most famous, most successful, most prolific, and most creative band in the world. The band’s music, their solo work as musicians, and their cultural influences still live on more than 60 years later.

What few understand is their difficult childhood and adolescent beginnings. All but John grew up in low-income homes, some without inside toilets or running water. All four struggled with distinct challenges growing up.

Paul's mother died when Paul was only 14; two years later, John's mother was killed. Ringo's family lived in abject poverty and he spent much of his elementary and early teen years hospitalized (he estimates he only had five years of schooling total). John demonstrated behavior we would now classify as ADHD and was in trouble all the time in high school (extending into his time at art college). Despite testing into the most prestigious high school in Liverpool, George described his time there as “darkness” and did not graduate.

On the other hand, post-war Liverpool, England provided a unique combination of what Abraham Tannenbaum termed “luck” in his definition of giftedness, and what David Henry Feldman called “coincidence.” The rising influence of rock and roll, imported from the States, set the zeitgeist. Guitars were procured despite financial difficulty. George's family was singularly supportive, and often provided a place for the band to practice. Paul and John lived within walking distance of each other.

This presentation focuses on these childhood and adolescent crucibles of giftedness, including the roles of luck, coincidence, and raw talent as well as poverty, trauma, illness, and twice-exceptionality. School difficulties stemming from misunderstood creativity are also explored.

How many other gifted children and adolescents in post-war Liverpool were of similar ability but were never discovered? What do the Beatles's early experiences mean for those of us today who work with low-income gifted children and adolescents? These questions are explored, offering lessons for supporting extraordinary young talent in our own midst.

Bio:

Kathi Kearney is a Gifted Education Specialist in RSU 40, Union, Maine. Her teaching career spans 40 years at every level, preschool through graduate school. She is also a Professional Associate at the Gifted Development Center in Westminster, CO; has taught online graduate school courses in gifted education; and has published numerous articles and given many presentations. She formerly served as network chair for the Conceptual Foundations Network of the National Association for Gifted Children, and is currently a member of NAGC's Assessments of Giftedness Special Interest Group.

Friday, April 24, 2026
Session 2A
11:30 am - 12:45 pm EDT

Many people assume that success in school is primarily determined by intelligence and innate ability. While these factors do play a role, an expanding body of research reveals that other qualities—such as persistence, self-control, curiosity, self-confidence, and determination—are often more crucial for long-term achievement. These qualities are collectively known as self-regulation, and they shape how students approach challenges not only in school but throughout life.

The complexities of the modern world demand more than academic knowledge. By nurturing self-regulation, parents and teachers can help their children grow into resilient, motivated, and adaptable individuals. These skills will not only support academic achievement but will also prepare young people to face the challenges and opportunities of life beyond school.

Bio:

Dr. Richard M. Cash is an award-winning educator and author best known for his work in differentiation, advanced learners and self-regulation. Over his three-plus decades in education, his experiences include teaching, curriculum coordination, and program administration. Prior to his education career, Richard was an actor and children’s theater director. Currently, he is a widely respected education consultant with nRich Educational Consulting, Inc. (www.nrichconsulting.com). His consulting work has taken him throughout the United States, and internationally.

His areas of expertise are educational programming, rigorous and challenging curriculum design, differentiated instruction, 21st century skills, brain-compatible classrooms, gifted & talented education, and self-regulated learning. Dr. Cash has authored books on differentiation, gifted learners, and self-regulation for learning.

Dr. Cash may be reached at:
www.nrichconsulting.com
richard@nrichconsulting.com
+1-612-670-0278

Friday, April 24, 2026
Session 2B
11:30 am - 12:45 pm EDT

The challenges of raising gifted/2e children, does not magically disappear at a certain age. Caught in the cross hairs of asynchronous development, their intense internal experience, and maybe even an unusual timeline, everyday growing and living activities such as living with roommates, doing laundry, eating, or finances can become overwhelming. Rites of passage such as driving, dating, introduction to drugs/alcohol, can overpower and paralyze. This session is designed to give parents a heads up on common challenges faced by gifted individuals as they emerge into adulthood so that they can better prepare their children for what lies ahead. For gifted/2e adults, this information can validate and de-stigmatize difficulties encountered as part of daily living.

Bios:

Lisa Hancock, Ph.D., MBA:

Dr. Lisa Hancock is a licensed clinical psychologist who provides neuropsychological assessments, counseling, and psychotherapy to children, teens, couples, families, and adults. She has experience with neurodevelopmental, learning, processing, anxiety, and mood disorders; including ADHD, Autism Spectrum Disorders, dyslexia, math and writing disorders, dyspraxia, auditory and visual processing, communication and language disorders, anxiety disorders, conduct disorders, and depressive disorders. Dr. Hancock is experienced in conducting Independent Educational Evaluations (IEE); as well as supporting parents through the Individualized Education Plan (IEP) process. She specializes in working with individuals who are highly gifted and/or twice-exceptional (those who are gifted and have concurrent learning or developmental challenges) as well as counseling/coaching for adults on the autism spectrum.

Sharon Duncan:

Sharon Duncan is an independent consultant. She works with parents, educators, psychologists and pediatricians to help them understand and meet the social, emotional and educational needs of gifted and 2e children. Her services include assisting parents with school choice/change, advocating for the needs of gifted/2e students, partnering with parents, educators and schools to solve a wide variety of classroom challenges, setting up and managing homeschool, and providing training to educators about giftedness. Sharon also connects parents to resources and services and believes strongly in forming student success teams, where she facilitates meetings with a student's helping professionals in order for them to form a web of support around shared goals. Sharon has served on the governing boards of both public and private schools, and is an internationally recognized speaker and a regular presenter at schools, and conferences across the globe.

Friday, April 24, 2026
Session 3A
1:00 pm - 2:15 pm EDT

Music hath charms to soothe the savage breast. To soften rocks, or bend the knotted oak.
— English playwright William Congreve: The Mourning Bride (1697) 

Imagine life without music. No movie soundtracks, no motivating music to ease the pain of snow shoveling, no halftime marching band. Now imagine using it to create a soundtrack for your life. Music to calm, music to excite, music for focus, music for pleasure. Music has the power to change moods, turn around a bad day, make a celebration memorable. Gifted and twice-exceptional kids can benefit from music as a stable force in their lives, to help them focus, to stabilize a mood, to pump them up for something they don’t want to do. G2e kids also greatly benefit from creating music themselves, either by singing or picking up an instrument. In this session, Jen will draw from her long background as a music educator and G2e parent to help parents use music as a regulating force in their kids’ lives. Recommendations regarding private instruction, playlists, and more will be provided.

Bio:

Jen Merrill is an Illinois-based writer, musician, gifted family advocate, and all-around Renaissance Woman. The mom of two G2e kids, she somehow raised them to something resembling young adulthood and now parents from afar as they navigate young adult life. A music educator by training, Jen wanted to be a writer long before she ever picked up a flute; she opened a Blogger account in 2006 and never looked back. Her writing focused mostly on gifted families and advocacy until the pandemic hit and instead of writing she took up staring into space. Her book, “If This is a Gift, Can I Send It Back?”, struck a nerve with families who suspected Jen was living in their closet. A second book is in progress; it is taking significantly longer than anticipated because of the aforementioned staring into space, complicated by living as the gooey center of the sandwich generation.

She has presented at national and international conferences over the last decade, as well as contributing to the 2e Newsletter, 2eVariations, the GHF Learners Journey, and the Huffington Post.

Jen’s goal is to support the parents of gifted and twice-exceptional kids, because they are the ones doing the heavy lifting and are too often ignored, patronized, and discredited. It is her hope that her kids never have to deal with these issues when they raise their own likely gifted children.

Friday, April 24, 2026
Session 3B
1:00 pm - 2:15 pm EDT

Understanding three key components to social-emotional learning—identity, perfectionism, and resilience—help us as we guide gifted learners. Experiencing the world intensely and leaning toward perfectionism, gifted kids sometimes struggle accepting their own neurological diversity. Having begun each year of elementary school already knowing up to 70% of the curriculum, our gifted kids also miss opportunities to learn resilience. Riding high upon this wave of wonderfulness, what happens when a student falls off that wave? From running to flying . . . we explore how our gifted kids might learn how to thrive.

Bio:

Mark Hess is an NAGC board member, past-president of the Colorado Association for Gifted and Talented, and a Teacher on Special Assignment in an urban school district in Colorado Springs. Mark has published nine books--including his social-emotional curriculum series, hands-on literacy series, and I Used to Be Gifted, a guide for adults, teachers, and parents. As Portable Gifted and Talented on Teachers Pay Teachers, Mark has shared over 52,000 free resources.

Friday, April 24, 2026
Session 4A
2:30 pm - 3:45 pm EDT

Gifted children are often celebrated for their advanced thinking and creativity, yet their emotional experiences can be just as intense and complex. This session explores the connection between giftedness and emotional intelligence, with attention to common experiences such as perfectionism, heightened sensitivity, asynchronous development, and strong emotional reactions. Designed for both educators and parents/caregivers, the session offers a shared space to better understand the inner world of gifted learners.

Participants will gain accessible, research-informed insights along with practical strategies that can be used at home and in school to nurture self-awareness, emotional regulation, resilience, and positive relationships. Through real-life examples and collaborative discussion, attendees will leave with tools to support gifted children holistically; honoring both their bright minds and their growing hearts.

Bios:

Kali Fedor, Ed.D:

Dr. Kali Fedor is an assistant professor in the Department of Early Childhood Education and Exceptionality Programs at the Commonwealth University of Pennsylvania. She has over 20 years of experience in education. She teaches, advises, and serves as a research mentor with undergraduate and graduate pre-service teaching candidates. Her research interests include social-emotional learning, twice-exceptional learners, parent perspectives, social pragmatic communication disorders, and educational advocacy. She currently serves as Chair of the National Association for Gifted Children’s Parent, Family, and Community Network and Secretary for Supporting the Emotional Needs of the Gifted (SENG).

Ciminy St. Clair, Ed.D:

Dr. St. Clair earned her bachelor’s degree in Elementary and Early Childhood Education from Penn State University. In Virginia, she taught first grade before moving to Norwin School District where she has been in the gifted department for over 20 years. She has served as the K-6 and secondary gifted coordinators, taught 5th Grade Social and 6th Grade Global Studies, and served as case manager in various grade levels 5-12. She holds her master’s degree in Curriculum and Instruction, her Gifted Endorsement, principal certification, and a doctorate in Educational Leadership. Ciminy currently serves as the President-Elect for SENG and is a member of PAGE, NAGC, and .WCGTC.

Friday, April 24, 2026
Session 4B
2:30 pm - 3:45 pm EDT

What if professional learning felt less like another initiative—and more like intellectual play?

Architects of Wonder is an immersive session that reframes the Depth and Complexity Framework as a Curiosity Toolkit for modern classrooms. Rather than treating the icons and imperatives as instructional add-ons, participants experience them as powerful lenses for seeing the world, asking better questions, and designing learning that invites wonder.

Intentional design moves educators from professional development fatigue into a mindset of exploration. Through storytelling, mystery, and hands-on thinking moments, teachers discover how the Depth and Complexity Framework creates classrooms where thinking is deep, curiosity is normalized, and uncertainty is welcomed. Participants experience how universal concepts, multiple perspectives, unanswered questions, and disciplinary thinking shift instruction from “covering content” to cultivating meaning.

Grounded in research by Kaplan and Gould, yet intentionally free of jargon- heavy delivery, this session shows how high-ceiling, low-floor tasks emerge naturally when teachers teach through concepts rather than around standards.

This session is an architectural blueprint to help educators:
1. Learn how to use the framework to think deeply (details, language of the discipline), extend learning broadly (origins, parallels, convergence), and build a classroom culture where “let’s find out” is valued more than “getting it right.”
2. Leave inspired and equipped with simple, “use-it-tomorrow” strategies that transform everyday lessons into invitations for inquiry.

This is not a checklist session. It’s a mindset shift. By the end, teachers don’t just understand Depth and Complexity—they see themselves as architects of wonder, intentionally designing learning spaces where curiosity drives cognition and students learn to see the invisible patterns that connect ideas, disciplines, and the world.

Bios:

Anna Wieland, M.Ed:

Anna Wieland, M.Ed., is a passionate gifted education expert and author with over 20 years of experience helping students reach their highest potential. She has designed curriculum, published articles in leading journals like Gifted Child Quarterly and Teaching for High Potential, and shared her expertise on both state and national stages. As past-president of the Tennessee Association for the Gifted, Anna is a trusted voice in the field, known for inspiring educators with practical strategies and a deep commitment to advancing high-quality programs for gifted learners.

Emily Hollett, M.Ed:

Emily Hollett, M.Ed., is an award‑winning gifted educator and author who brings energy and practical strategies to state and national audiences. With over a decade dedicated to serving gifted learners in the classroom, she has designed award-winning curriculum, co‑authored a five‑book series on higher‑order thinking, and is a trusted mentor to new and emerging gifted teachers. As past‑president of the Tennessee Association for the Gifted, Emily is a respected leader, known for equipping educators with actionable strategies and a passionate drive to elevate programs that truly meet the needs of gifted learners.

Friday, April 24, 2026
Session 5A
4:00 pm - 5:15 pm EDT

Gifted creatives have unique brain wiring and dimensions of personality that enhance their imagination for novel experiences, ideas and possibilities. This journey originates from birth and continues through life. Gifted expectations of eminence can fuel procrastination, perfectionism, and imposter’s syndrome leading to mental health challenges of anxiety and depression. In this generative session, Dr. Tetreault will safely guide you using psychoeducation and mindfulness practices to encourage the growth of inner resources for awareness for balanced mind states. Learn the brain science of your neuro-uniqueness, emotional intelligence and mindfulness techniques to ground you in the present moment with greater compassion. Cultivating more compassion, we begin to realize the joys and gratitude of living. Join in this soulful session to deepen your awareness, build your resilience and live empowered in the beauty of your essence.

Bio:

Dr. Nicole Tetreault is a spiritual neuroscientist, author of Insight into a Bright Mind, meditation teacher and international keynote speaker on topics of neurodiversity, positive psychology, creativity, mental health, wellness. She is a professor at Bridges Graduate School of Cognitive Diversity in Education and leads a new generation of meditation teachers, holistically weaving the ancient wisdom of meditation practices backed by modern neuroscience, to wire our minds for love!

As the founder of Awesome Neuroscience and Beyond the Cell, Dr. Nicole works at the intersection of science and spirituality, communicating the most promising neuroscience and positive psychology in her writings, corporate trainings and meditation retreats, supporting people around the world to increase creativity, deepen peace, awaken awareness and compassion.

Her program, Beyond the Cell is a transformative program designed for underserved communities globally focused on guided meditation, neuroscience, and expressive writing to support and uplift communities with tools for stress reduction, resilience, healing and empowerment. As a recipient of the Women Leaders in Buddhism award, she, in collaboration with GO Dharmic, are sharing meditation school programs in India and US.

Dr. Nicole believes we can wire our minds for positive neural plasticity, liberating us to live the lives we dream.

Friday, April 24, 2026
Session 5B
4:00 pm - 5:15 pm EDT

Give your gifted garden a glow‑up with Little Miss Gifted, Stephanie Higgs! Join Stephanie for a joyful, down‑to‑earth session designed especially for parents of gifted and neurodivergent children. You’ll walk away with practical, easy‑to‑use strategies you can put into action right away at home and beyond!

Learn how to plant seeds of confidence, nurture your child’s unique strengths, and create an environment where your gifted learner feels supported, understood, and free to truly blossom.

Bio:

Little Miss Gifted, Stephanie Higgs, is an award-winning, Nashville-living gifted educator and differentiation coach.

Stephanie is a quick thinking, fast talking, passionate keynote speaker, author, and international presenter. Stephanie is known for offering sessions with immediate, easily implemented, research and evidence-based, FUN takeaways.

Stephanie’s your #1 hype girl, here to love and serve. You’ll leave her session energized, equipped, and empowered for an educational glow up!

Saturday, April 25, 2026
Session 1A
10:00 am - 11:15 am EDT

This session will explore the complex intersectional social, cultural & academic identities of Black gifted learners in today’s society. Using actual student lived experiences, the presenter will share insights through the lens of intersectionalities and offer solutions to improve classroom conditions, instruction, support services, family engagement and life outcomes for students who are often overlooked and underrepresented in gifted programs nationwide. Time for interactive problem- solving with participants will also be provided.

Bio:

Dr. Joy Lawson Davis, Core Faculty, Elmbridge University (formerly Bridges Graduate School) is an award-winning equity activist, author, trainer, and keynote speaker with a distinguished record of scholarship in the field of gifted education. Her specific expertise is in increasing access and equity in gifted education programming for culturally diverse students, including those who are twice exceptional. Dr. Davis is the recipient of multiple awards, including the 2024 Diversity Award from CEC/TAG; the 2025 2e Hall of Fame Award and The 2025 Distinguished Service award from the National Association for Gifted Children. Davis’ books include- Empowering Underrepresented Gifted Students & Bright, Talented & Black: a guide for Families of Black Gifted Learners, 2.0.

Saturday, April 25, 2026
Session 1B
10:00 am - 11:15 am EDT

Tracking progress for gifted and especially twice-exceptional students can be very difficult. In many cases they already know/understand what you are about to teach. Sometimes, they just aren't interested in the topic or struggle with whatever exceptionality is hindering them. So how do I know as either a teacher or parent? This session will examine how to incorporate pre-teaching tools to tackle inertia and/or motivation as well as why and how to incorporate ongoing formative assessment in the classroom to ensure that each student is learning regardless of their ability, interest, or level of knowledge. This session will address both the educator and parental aspect of assessment and learning.

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. 

Saturday, April 25, 2026
Session 2B
11:30 am - 12:45 pm EDT

Give your gifted garden a glow up with Little Miss Gifted, Stephanie Higgs! Join Stephanie for a joyful, strategy‑packed session focused on helping neurodivergent learners thrive with tangible takeaways you can use the very next day. You’ll leave with practical, creative ways to plant seeds of inclusivity, nurture student strengths, and cultivate a classroom where all minds are supported and encouraged to blossom.

Bio:

Little Miss Gifted, Stephanie Higgs, is an award-winning, Nashville-living gifted educator and differentiation coach.

Stephanie is a quick thinking, fast talking, passionate keynote speaker, author, and international presenter. Stephanie is known for offering sessions with immediate, easily implemented, research and evidence-based, FUN takeaways.

Stephanie’s your #1 hype girl, here to love and serve. You’ll leave her session energized, equipped, and empowered for an educational glow up!

Saturday, April 25, 2026
Session 4B
2:30 pm - 3:45 pm EDT

Saturday, April 25, 2026
Session 3A
1:00 pm - 2:15 pm EDT

Dr. Postma will moderate a panel of four teens as they discuss the joys and challenges of being multi-exceptional both at home and school.

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.

Saturday, April 25, 2026
Session 3B
1:00 pm - 2:15 pm EDT

Gifted learners do not develop evenly, and their needs often shift in response to challenge and context. This session introduces the Spiral Adaptation Lens, a practical framework that helps educators recognize emerging talent, interpret uneven performance, and adapt instruction without requiring formal identification. Participants will explore classroom-ready strategies for supporting growth, engagement, and flexibility in diverse learning environments.

Bios:

Barry Gelston, Ed.D:

Barry Gelston, Ed.D., is an educator, researcher, and writer focused on twice-exceptionality, neurodiversity, and how educators interpret learner development in real contexts. A co-founder of Spiral We, he serves as Co-Chair of the Twice-Exceptional Special Interest Group (2e SIG). Dr. Gelston is faculty at Elmbridge University (formerly Bridges Graduate School of Cognitive Diversity in Education), where he leads the internship program and advises certificate students. His work bridges research and practice, examining how educational systems shape educator judgment under complexity, variability, and stress.

Karen B. Arnstein, Ed.D:

Karen B. Arnstein, Ed.D. is a postdoctoral researcher at Purdue University leading Javits grant research in positive psychology to identify underrepresented gifted students. She also studies the developmental transitions of twice-exceptional learners and co-developed the Spiral Model of Development. A co-founder of Spiral We, a core faculty member at Elmbridge University, formerly Bridges Graduate School, and Chair of NAGC’s Special Populations Network, Dr. Arnstein presents nationally on gifted education, advancing strength-based approaches to support diverse gifted and 2e populations.

Saturday, April 25, 2026
Session 4A
2:30 pm - 3:45 pm EDT

Join licensed psychologists Drs. Heidi Lack and Gail Post for an interactive conversation about parenting G/2e children, including expectations, the parent’s perspective, coping with highly intense family dynamics, and the necessity of non-normative decision-making. Drawing from their extensive clinical and personal parenting experiences, they will discuss a range of parenting topics and share insights in response to your questions and input.

Bios:

Heidi Lack, Ph.D., ATR-BC:

Heidi Lack, Ph.D., ATR-BC, is a licensed clinical psychologist and board-certified registered art therapist, with advanced certification in Behavioral Medicine through Harvard Medical School, Department of Psychiatry. She is in clinical and consultation private practice out of Lexington, MA and on-line through which she supports, treats, and advocates for individuals and families who cope with sensory, attention, and creativity-related neurocomplexities, giftedness and 2e (twice and multi-exceptionalities), with a specialization in Misophonia, about what she is currently writing a book outlining her treatment paradigm.

Dr. Lack advocates for the social and emotional needs of the gifted in her role on the board of directors of MAGE (Massachusetts Association of Gifted Education). She is a SENG certified community group facilitator (SCG), co-created The Gifted Parenting Journey© on-line workshops with Dr. Gail Post, and supports professionals in the field by facilitating the GHF (Gifted Homeschool Education) weekly professional discussion group. She is a sought-after national and international speaker and provider of workshops for organizations, professionals and the general public, such as Gifted Institute of Denmark, Minnesota, Department of Education and Minnesota Council for the Gifted and Talented (MCGT), Mensa, and AARP.

Gail Post, Ph.D:

Gail Post, Ph.D. is a Clinical Psychologist, parenting consultant, workshop leader, writer, parent of two gifted young adults, and Clinical Associate Professor of Psychiatry at the University of Pennsylvania School of Medicine. In practice for over 40 years, she specializes in intellectual and musical giftedness and twice-exceptionalities, is authorized through PSYPACT to provide teletherapy in over 40 U.S. states, and advocates widely for the needs of the gifted. Her writing includes hundreds of articles, several book chapters, a long-standing blog, Gifted Challenges. and her book, The Gifted Parenting Journey. You can find out more at www.gailpost.com.

Saturday, April 25, 2026
Session 5B
4:00 pm - 5:15 pm EDT

These are dark and troubling times. The structures and beliefs we once relied on are disintegrating—not only in our personal lives, but across society. For those of us who experience the world intensely, the weight of this moment can feel unbearable. Our overexcitabilities attune us to injustice, suffering, and existential threat in ways that others might brush off or ignore.

But Dąbrowski reminds us: these responses don’t indicate pathology. They are reasonable reactions to a world that is, frankly, difficult.

In this session, Chris and Emma will share personal and practical perspectives on surviving disintegration at both the individual and societal levels. Drawing on four years of conversations on the Positive Disintegration podcast and their own lived experiences, they’ll explore:

- Why intense emotional responses to the state of the world are signs of developmental potential, not dysfunction
- How to hold space for the pain without being consumed by it
- Finding connection and building community during cultural upheaval
- What it means to live in your body and in the present moment when everything feels uncertain
- The possibility that we’re part of a species-wide disintegration—and what that might mean for those of us who feel it most acutely

This session is about validating the intensity of your experience and discovering ways to keep walking the path toward your authentic self—even when the ground beneath you is shifting.

Bios:

Chris Wells, PhD:

Chris Wells, PhD (they/them) is a writer, researcher, and podcaster exploring positive disintegration, neurodivergence, and personal growth. As the founder of the Dąbrowski Center and creator of the Positive Disintegration Network, they are committed to expanding conversations about Dąbrowski’s theory in both academic and public spaces. Chris co-hosts the Positive Disintegration, cosmic cheer squad, and PDA: Resistance and Resilience podcasts and writes on Substack, where they bridge theory and lived experience, making Dąbrowski’s complex ideas more accessible and applicable. Their work is driven by a deep appreciation for self-development, authenticity, and transformation, aiming to support others in navigating their own growth through positive disintegration.

Emma Nicholson:

Emma Nicholson (she/her) is a business analyst who lives in Sydney, Australia. She is the co-host of the Positive Disintegration podcast and creates content for everyday people learning about the theory of positive disintegration and overexcitabilities for her website Tragic Gift, and YouTube channel, Adults With Overexcitabilities.

Saturday, April 25, 2026
Closing
6:00 pm - 7:00 pm EDT

Pre-recorded

Abstract: This session focuses on the brain basis of attention and executive functioning. Attention Deficit Hyperactivity Disorder/ Executive Functioning (ADHD/EFD) is as widely misdiagnosed as it is misunderstood and mistreated. The high rate of false positives associated with this condition places children at risk for being further mislabeled and mistreated as they fail to respond to traditional ADHD/EFD interventions. The sum of a child’s attentional resources is only one component in the larger multi-modal processing constellation that must occur for the reliable and consistent execution of appropriate behavior and learning. This interactive lecture will provide an understanding of all of the components involved in an intact attention and executive function system, enabling caretakers and school staff to not only determine what is willful behavior and what is not, but to also be able to generate appropriate interventions and expectations of children with ADHD/EFD.

Objective: Understand the difference between ADHD and EFD, as well as understand the real-world expression of each.

Bio:

Dr. Paul Beljan is a pediatric neuropsychologist practicing in Scottsdale, AZ. He is a past president of the American Board of Pediatric Neuropsychology (ABPdN). He holds child diplomate with ABPdN and adult diplomate with the American Board of Professional Neuropsychology (ABN). In 2016, Dr. Beljan completed a post-doctoral master’s degree in psychopharmacology from New Mexico State University.

Dr. Beljan co-authored Misdiagnosis and Dual Diagnosis of Gifted Children and Adults: ADHD, BiPolar, OCD, Depression, and Other Disorders. He also co-authored Large Scale Brain Systems and Neuropsychological Assessment: An Effort to Move Forward. Dr. Beljan is a nationally retained forensic expert and lectures nationally and internationally.

Pre-recorded

Abstract: 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. This effective intervention assists the child with maintaining thinking control over their emotional feelings. Behavioral intervention concepts specifically focused on include: Priming, Previewing, Pre-empting, Disengagement, and Re engagement. Practical explanations for imposing structure, consistency, and routine will also be discussed.

Objective: Learn neurologically informed behavioral management skills that work well for the gifted population.

Bio:

Dr. Paul Beljan is a pediatric neuropsychologist practicing in Scottsdale, AZ. He is a past president of the American Board of Pediatric Neuropsychology (ABPdN). He holds child diplomate with ABPdN and adult diplomate with the American Board of Professional Neuropsychology (ABN). In 2016, Dr. Beljan completed a post-doctoral master’s degree in psychopharmacology from New Mexico State University.

Dr. Beljan co-authored Misdiagnosis and Dual Diagnosis of Gifted Children and Adults: ADHD, BiPolar, OCD, Depression, and Other Disorders. He also co-authored Large Scale Brain Systems and Neuropsychological Assessment: An Effort to Move Forward. Dr. Beljan is a nationally retained forensic expert and lectures nationally and internationally.

Pre-recorded

The gifted field provides insights and guidance on teaching and parenting gifted and 2e learners. Research and resources for gifted and twice exceptional adults is comparatively small. The presenter has spent well over a decade supporting and guiding international 2e adults to find personal and professional fulfillment. This presentation is informed by client-based research, as well as available resources regarding gifted and 2e adults, theory of mind, positive psychology, communication studies, self determination theory, theory of positive disintegration, anxiety, and learning differences to help 2e adults find personal and professional fulfillment. We will dive deeply into what it means to be gifted and distractible utilizing the Columbus Group definition as well as the Three-Layer-Cake definition (Skolnick, 2023) of giftedness. Participants will learn to debunk common misconceptions and myths regarding giftedness and twice exceptionality. We will explore strategies to navigate social interactions, manage emotions effectively, and improve communication skills. Participants will discover how to foster healthier and more fulfilling connections with loved ones without masking, and will learn to positively reframe using Dabrowski’s Theory of Positive Disintegration. We’ll discuss effective tools to enhance productivity, and finally we’ll address combatting loneliness and the importance of creating a long-lasting, meaningful community.

Bio:

Julie F. Rosenbaum Skolnick, M.A., J.D., is the Founder of With Understanding Comes Calm, LLC, and author of the award-winning book Gifted and Distractible. An internationally recognized expert on twice exceptionality (2e), Julie consults with parents of gifted and distractible children, mentors 2e adults, trains educators, and advises clinicians and organizations seeking strength-based, research-informed approaches to complex neurodivergent profiles.

With over a decade of experience supporting families and adults worldwide, Julie is known for translating nuanced theory into practical tools that reduce shame, increase clarity, and elevate self-confidence. Her work integrates gifted education, ADHD research, emotional regulation science, and positive psychology.

Audiences consistently describe her presentations as validating, rigorous, and actionable — often sharing, “I finally feel seen.”

Julie hosts courses, memberships, and book studies for parents, adults, and professionals, and publishes the widely read Gifted and Distractible newsletter.

She lives in Maryland with her husband and their three twice-exceptional children, who continue to inspire both her work and her humor.

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Pre-recorded

We will present the latest research findings from the international study examining the prevalence of overexcitabilities in highly—profoundly gifted children and adolescents. The findings will be contextualized through examples from the research. Dabrowski’s human development theory will be incorporated to examine the distinct development and developmental potential found in individuals experiencing multiple high overexcitabilities. Finally, a parent’s journey to better understanding greater—than—typical sensitivities, intensities, and awareness will be shared along with helpful insights and recommendations.

Bio:

Vanessa R. Wood, Psy.D., Clinical Psychology, M.A. Gifted Ed., Co-Founder, President-CEO, Research PI, The International Gifted Consortium (IGC), Research Center for Highly Profoundly Gifted is the co-principal investigator and corresponding author of the 2024 study, Prevalence of Emotional, Intellectual, Imaginational, Psychomotor, and Sensual Overexcitabilities in Highly and Profoundly Gifted Children and Adolescents: A Mixed-Methods Study of Development and Developmental Potential - An international study and research collaboration with the University of Antwerp. She is also the corresponding author of the 2020 publication, How Can We Better Understand, Identify, and Support Highly Gifted and Profoundly Gifted Students? A Literature Review of The Psychological Development of Highly—Profoundly Gifted Individuals and Overexcitabilities and the co-editor of the international book, Highly—Profoundly Gifted: Universal Understandings and Holistic Approaches.

Dr. Reineke Wood created programs to fit the educational and developmental needs of highly—profoundly gifted children and adolescents including Advanced Astronaut Training with the Challenger Learning Center and Botany Field Research at the Chicago Botanic Gardens. She served as program director for PG Retreat and local area marketing and alliance lead for National Association for Gifted Children (NAGC).

Dr. Reineke Wood trains parents, teachers, program administrators, counselors, and psychologists on the social, emotional, physical, cognitive, and altruistic-moral development, and developmental potential of giftedness and highly—profoundly gifted children, adolescents, and young adults. She is the host of the IGC podcast, Room With a View and the principal consultant at Gifted Assessment, Identification, and Development LLC (Gifted AID).
VanessaWood@GiftedConsortium.org | GiftedConsortium.org