2E @ W&M Online Conference Presenters
2025 Featured Speakers
Dr. Susan Baum
Susan Baum, Ph.D., is the the Chancellor of the Bridges Graduate School of Cognitive Diversity in Education and Co-Director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice exceptional.
She is the 2010 recipient of the Life Time Achievement Award granted by the Weinfeld Group, for her contributions to the field of the education of twice exceptional learners, 2011 recipient of the Connecticut Association for the Gifted “Friend of the Gifted Award: and the 2015 Distinguish Professional Alumni Award from the Neag School of Education for her work with twice exceptional students and the Lifetime Achievement Award from AEGUS and the 2e Newsletter in 2017. In addition the seminal book now in its third edition, To be gifted and learning disabled: Strength-based strategies for helping twice exceptional students with LD, ADHD, ASD, and more (Baum, Schader, & Owen) was awarded the won the book of the year NAGC Book of the Year award in 1918.
Professor Emeritus from The College of New Rochelle, Dr. Baum is widely published in the areas of differentiated instruction, twice exceptional students, primary-aged gifted students, and social and emotional factors affecting gifted students. A popular speaker and workshop presenter, she as traveled worldwide teaching about creativity, education of the gifted and talented and twice exceptionality.
Dr. Baum has served on the Board of Directors of the National Association for Gifted Students, Smart Kids with 2e, and is the past president and founder of the Association for the Education of Gifted Underachieving Students (AEGUS).
Emily Kircher-Morris
Emily Kircher-Morris, M.A., M.Ed., LPC, inspired by her own experiences as a twice-exceptional (2e) learner, is dedicated to supporting 2e children—including her own—in a way she wasn’t during her academic years. She has taught in gifted classrooms, has been a school counselor, and is now in private practice as a licensed professional counselor, where she specializes in helping gifted, twice-exceptional, and neurodivergent kids.
Emily is the author of several books related to the development of twice-exceptional learners. "Teaching Twice-Exceptional Learners in Today's Classroom" (Free Spirit Publishing, 2021) focuses on supporting 2e learners in the educational setting, and "Raising Twice-Exceptional Children: A Handbook for Parents of Neurodivergent Gifted Kids" (Routledge, 2022) is a guide for parents navigating the world of twice-exceptionality. She is also a co-author on the second edition of “A Parent’s Guide to Gifted Children” (Gifted Unlimited, LLC, 2023).
Emily hosts The Neurodiversity Podcast, which explores parenting, counseling techniques, and best practices for enriching the lives of neurodivergent people. She is the founder of the St. Louis-based nonprofit Gifted Support Network. She speaks at statewide, national, and international conferences and frequently provides virtual and in-person professional development to educators worldwide. Many of her presentations and workshops can also be found at the Neurodiversity University online learning platform. Emily lives near St. Louis, Missouri.
Dr. Julia Link Roberts
Julia Link Roberts is the Mahurin Professor of Gifted Studies at Western Kentucky University. She is also the Executive Director of The Center for Gifted Studies and The Carol Martin Gatton Academy of Mathematics and Science in Kentucky. During the celebration of Western Kentucky University's Centennial in 2006, Dr. Roberts was honored for her work by being named one of the one hundred gifts WKU has given to the world.
She is co-author with Tracy Inman of Strategies for Differentiating Instruction: Best Practices for the Classroom (2009 Legacy Award for the outstanding book for educators in gifted education by the Texas Association for the Gifted and Talented) and Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Dr. Roberts is known as an advocate for children who are gifted and talented at the state and national levels, and for that work she received the first David W. Belin NAGC Award for Advocacy. She led a ten-year advocacy campaign that resulted in establishing the Gatton Academy of Mathematics and Science, a statewide residential school.
In Profiles of Influence in Gifted Education (Prufrock, 2004), Dr. Roberts was described as one of the fifty-five most influential people in the field of gifted education. Dr. Roberts is a leader in gifted education serving on the boards of the Kentucky Association for Gifted Education and The Association for the Gifted (a division of the Council for Exceptional Children); and she is past President of the World Council for Gifted and Talented Children. She is chairperson of The Kentucky Advisory Counsel for Gifted Education. Dr. Roberts enjoys the opportunity to direct summer and Saturday programs for hundreds of young people, something she has done each year for more than thirty years. Dr. Roberts is married to Dr. Richard Roberts. They have two daughters, Stacy Moots and Julie Boggess; and they enjoy four granddaughters – Elizabeth, Caroline, Jane Ann, and Claire.
Julie Skolnick
Julie F. Rosenbaum Skolnick, M.A., J.D., the founder of With Understanding Comes Calm, LLC, passionately guides parents of gifted and distractible children, mentors 2e adults, trains educators and advises professionals on how to bring out the best and raise self-confidence in their 2e students and clients.
A prolific writer and beloved speaker, Julie hosts “The Haystack 2e Adult Membership Group” which welcomes all “2e adult needles,” hosts Let’s Talk 2e! Parent Empowerment Groups, produces virtual conferences, and publishes “Gifted & Distractible,” a free weekly newsletter. Her book, Gifted and Distractible: Understanding, Supporting, and Advocating for Your Twice Exceptional Child, was published in October 2023. Located in Maryland, USA, Julie’s clients and audience hale from all four corners of the globe.
2025 Breakout Session Speakers
Dr. Ashleigh D'Aunoy
John Burrell, MAT
John Burrell is a third-year doctoral student at the Renzulli Center for Creativity, Giftedness, and Talent Development at the University of Connecticut. He currently serves as a research assistant on Project EAGLE, a project developing a dynamic approach to equitably identify gifted English Learners (ELs). John’s research interests include executive functions and study skills, mathematical education, self and identity, and conceptions of giftedness and talent development. In line with his belief that research and teaching are mutually reinforcing endeavors, John serves on the faculty of the Andover Summer Program at Phillips Academy in Andover, Massachusetts. John has nine years of experience teaching middle school and high math, science, and study skills.
Megan Cannella
Dr. Austina De Bonte (she/her) is a consultant, speaker, coach, researcher and advocate for gifted and twice exceptional students with Smart is not Easy. She is also President of the WA Coalition for Gifted Education, Past President of NW Gifted Child Association, member of the WA State Highly Capable Advisory, and member of the NAGC Public Policy and Advocacy Committee. 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 2e 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).
Cynthia Allen-Fuss, M.Ed., is a doctoral student at the Bridges Graduate School of Cognitive Diversity in Education. Cynthia is the Associate Clinical Director at Children’s Dyslexia Centers, Inc. As Associate Clinical Director, she works with children and trains adults to work with children who have dyslexia. Many of the children are identified as twice-exceptional (2e). As a parent of a 2e, Cynthia has first-hand knowledge of bright children and how to tap into their hidden strengths. Cynthia has a master’s degree in special education from Millersville University. Her Bachelor’s degree in Individual and Family Studies with an emphasis on child development is from Pennsylvania State University. Cynthia has taught graduate-level courses as a lecturer for Cabrini University. As a National Board-Certified Teacher (NBCT) in literacy with additional teaching certifications in elementary education and as a reading specialist, she has over 25 years of teaching experience. Through clinical research, Cynthia is working to advance the scientific knowledge of dyslexia and 2e children.
Andrea Brucella Finnegan, M.S.Ed.
(NCW Libraries) in Moses Lake, Washington. Austin is a former high school English teacher and enrichment specialist from Quincy, Washington. He is pursuing his Doctorate in Education (Ed.D.) in Cognitive Diversity from Bridges Graduate School of Cognitive Diversity in Education. In 2022, he received his Master of Library and Information Science (MLIS) degree from the University of Washington. In 2018, he received his Master of Education in Teaching and Learning (M.Ed.) and a gifted education specialty endorsement from Whitworth University. He is a positive role model of lifelong learning with a passion for reading and writing. His specialties include gifted education, library and information science, and twice-exceptional (2e) education. Austin serves on the Northwest Gifted Child Association (NWGCA) board, a support and advocacy organization for parents of gifted children. He also serves on the Washington Library Association (WLA) Advocacy Committee and the Washington Association of Educators of the Talented and Gifted (WAETAG) Partnership Committee.
University, he holds a Bachelor of Arts in Political Science and a Master of Arts in Teaching in Elementary Education. With extensive experience in diverse educational roles, Corey has excelled as an elementary and middle school teacher, mentor teacher, department head, special education teacher, and adjunct instructor. He actively contributes to the field of gifted education as an author and servant leader, serving as Communication Chair for the Creativity Network and Program Chair for the Special Populations Network within the National Association for Gifted Children (NAGC). Corey’s research includes creativity-based education, teacher perceptions of giftedness and creativity, and culturally responsive and sustaining teaching practices.
Dr. Claire Hughes
Dr. Claire Hughes is Professor of Gifted and Twice-Exceptional Education at Cleveland State University. Previously, she was Professor of Elementary and Special Education at the College of Coastal Georgia, Senior Lecturer of Special Education at Canterbury Christ Church in the UK, and a Fulbright Scholar to Greece. Winner of the Gifted & Award from NAGC in 2022, she is President-Elect of The Association for the Gifted of the Council for Exceptional Children (CEC-TAG) and previously, Chair of the Special Populations Network of the National Association for Gifted Children. Her research areas include: twice-exceptional children, Generational studies, AI in Education, and international education.
Sarah Jackson 
Sarah Finch Jackson is currently serving as the 2e Instructional Specialist in Accelerated and Enriched Instruction with Montgomery County Public Schools (MD). She has previously taught self-contained and inclusive honors English and Reading and AP Language classes to students in grades 6-12. Sarah has a master's in special education, including Gifted and Talented Education Specialist certification from Johns Hopkins University. In addition to being twice-exceptional herself, Sarah is the mom to a precocious seven-year-old daughter and lives with her 2e husband and many, many cats.
Lisa Jobe, J.D.
Lisa Jobe, JD, specializes in serving highly and profoundly gifted/2e 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, facilitates SENG Parent Groups, and serves in various roles with NAGC. As a second year doctoral student at Bridges Graduate School, she is involved in significant research on behalf of gifted/2e learners. In addition, Lisa volunteers significant time speaking at conferences and other events. A prolific writer, she is frequently published.
Marni Kammersell, M.A.
Marni Kammersell, M.A., is a neurodivergent educational consultant, doctoral student, and parent to three neurodivergent children. With over a decade of experience in alternative education, Marni specializes in supporting gifted and neurodivergent learners through the lens of the neurodiversity paradigm. Her work focuses on integrating research-based, neuroaffirming practices into educational settings to empower students, educators, and families alike. Marni is passionate about fostering environments that celebrate strengths, honor individuality, and meet the unique social-emotional and academic needs of 2e learners. She combines lived experience with deep professional expertise to challenge deficit-based models and promote equity and inclusion in gifted education. Currently pursuing a doctorate in education, Marni’s research explores how self-directed learning and strength-based approaches impact transitions to adulthood for neurodivergent youth. She has presented at national and international conferences, including the National Association for Gifted Children (NAGC) and the Dabrowski Congress, on topics such as PDA, monotropism, and rethinking giftedness through a neurodivergent lens.
educational needs of twice-exceptional students in the California Bay Area. Abby is a lifelong learner and passionate advocate of education for all. She brings her many years of experience as an interaction designer with technology startups and parent of three children to her work. In June 2024 she received her doctorate from the Bridges Graduate School of Cognitive Diversity in Education, where she developed a curriculum to support neurodivergent middle schoolers in strengths-based career exploration. Abby holds a Master's degree in Human-Computer Interaction from Carnegie Mellon and a B.A. from NYU in Computer Science & Philosophy. She has served as a writer, guest speaker, and presenter for many organizations including the Stanford Neurodiversity Project, Parents Place, KnowledgeWorks, California Association for the Gifted, and the National Association for Gifted Children.
Brad Kelly
I have been a teacher - both online and in the classroom - as well as a tutor and textbook writer for the last fifteen years. I have taught many subjects ranging from standardized test preparation to personal finance, but I specialize in teaching mathematics to middle and high school students. I have taught at several institutions, but most recently I have taught for Phillips Academy in Andover's Summer Session and The Princeton Review.
Heather Lai
Heather Lai has been an educator for over 20 years and has taught in a variety of settings. Her interests are in the following areas: outdoor education, learning through inquiry with an integrative approach, spatial reasoning through board games, collaborative Design Thinking, and Executive Function skill development. Over the years, she had many partnerships with different interest groups where she shared and presented to a diverse audience. Currently, she is a middle school teacher and her practice focuses on the education of the gifted. She values an inside out approach to teaching where students share their learning and voice.
Dr. Lou Lloyd-Zannini
Lou Lloyd-Zannini is a Professor of Educational Leadership and Department Chair at University of Houston-Victoria. A doctoral graduate of William & Mary and the Center, Lou works to influence aspiring principals and superintendents on behalf of gifted and 2e kids. Twice-exceptional himself, Lou serves as an advocate for twice-exceptional learners, and as a mentor to 2e learners at the University.
Kelley Monterusso, Ed.D.
State University’s College of Engineering. With 25 years of professional communications and organizational development experience, she has led strategic initiatives for internal and external communications in higher education since 2012. Kelley concentrates personal energy on family, advocacy for high-ability students with learning differences, and spreading awareness about the toxic stress 2e students and their families endure due to deficit-based education models. As the parent of a twice-exceptional child, Kelley has experienced firsthand the challenges families must overcome to thrive. She earned a bachelor of business administration degree from Davenport University, a master of science in communications degree from Grand Valley State University, and a doctor of education degree from Bridges Graduate School.
educator and a parent. This personal experience has deepened my understanding of the challenges families of 2e students face. With Masters Degrees in At Risk Education and Twice Exceptional Learners, I have become a strong advocate for creating educational environments that nurture both the academic and emotional needs of 2e learners. I have always focused on fostering collaboration between teachers, parents, and students. Developing innovative strategies and avenues for building stronger partnerships as well as empowering parents and educators to work together in support of 2e students' success. My work is based on the belief that effective collaboration leads to more inclusive, supportive, and understanding educational environments for all students. My commitment to both students and community have allowed me to become a valued resource for families navigating the complexities of the 2e experience. I advocate for providing children with the tools they need to thrive, while also supporting their families in understanding and meeting their needs.
interdisciplinary M.Ed. investigated supporting gifted students with co-occurring ADHD. This led to exploring the combined impact of executive function (EF) delays giftedness on different conditions (ADHD, LDs, ASD, anxiety) that impair learning in a classroom setting. As a Learning Strategist for 2e learners in grades 5-8, she helps teachers expand their toolkits for working with 2e students in the classroom, creates innovative learning plans, and provides one-on-one instruction to support and help 2e students develop their academic and EF skills. Ley-Anne is currently pursuing an Ed.D. in Cognitive Diversity at Bridges Graduate School.Dr. Cynthia Z. Hansen, ET/P
facilitating the growth of gifted and creative individuals with complex learning profiles, which may include executive function delays, ADHD, and dyslexia. Dr. Hansen uses a holistic approach to weave a vibrant relationship between individuals' intersectionality of strengths, obstacles, and passions to help them thrive. A California credentialed teacher for over 35 years, "Dr. Cindy" has been a Learning Center Director, a GATE Specialist, and has taught Theatre Arts in public and private schools. As an advocate for Gifted and 2e learners, Dr. Hansen develops and leads interactive parent and professional development workshops and conference presentations, is President of Tri-County GATE Council in Southern CA, is co-founder and facilitator of the Association of Educational Therapists 2e Virtual Study Group, and is a SENG Community Group facilitator. Dr. Cindy earned her doctorate from Bridges Graduate School of Cognitive Diversity in Education (BGS), and holds post-masters California Certificates in Gifted Education and Twice-Exceptional Education. Dr. Hansen directs the 2e Summer Institute, Suite of Tools Training, & Study with the Masters programs at BGS.
Sydney Miller Milbert, M.S.
Sydney Miller Milbert, M.S. is a creative and innovative educator who is passionate about serving gifted learners. Sydney has taught elementary and middle school students for over 8 years through in-person and online classes, with a special interest in art, history, literature and STEAM.
Sydney develops and teaches multimodal and multidisciplinary classes with an emphasis on strength- and interest-driven learning with Athena’s Advanced Academy. She is also an instructor with Johns Hopkins Center for Talented Youth, where she focuses her teaching on gifted and talented students from underserved communities.
While homeschooling her own gifted children, Sydney completed a graduate program and earned a Master of Science in Gifted Special Education. In addition, she holds undergraduate degrees in marketing and design. Sydney has also earned certificates in the Science of Motivation, Affective Needs and Motivation for 2e Students, and Executive Functioning for Twice-Exceptional Students.
Sydney serves as a volunteer parent mentor with the Gifted Homeschoolers Forum and on the all-volunteer Board of Directors of The Organization of Virginia Homeschoolers. She is also a member of the National Association for Gifted Children (NAGC) and Supporting Emotional Needs of the Gifted (SENG). Sydney has written extensively about education, including articles for the National Association for Gifted Children’s Conceptual Foundations Newsletter, Gifted Homeschoolers Forum’s Journey, and SEA Homeschoolers Magazine, and she is a regular contributor to publications from The Organization of Virginia Homeschoolers.
Megan Parker Peters, PhD
Dr. Megan Parker Peters is the Associate Dean, Professor, and the Director of Accreditation and Research of the College of Education at Lipscomb University. She is a licensed psychologist and licensed school psychologist who has earned the designation as a Nationally Certified School Psychologist. Dr. Parker Peters specializes in researching and assessing gifted and twice-exceptional learners. She is the co-recipient of the 2016 Hollingworth award for excellence in research publications in gifted education and the 2017 recipient of the Jo Patterson Award for her contribution to gifted education in the state of Tennessee. She is the co-author of Teaching Tenacity, Resilience, and a Drive for Excellence, which was awarded the 2019 TAGT Legacy award. She is also the past-president of the Tennessee Association for Independent Liberal Arts Colleges of Teacher Education and the Tennessee Association for the Gifted. Dr. Parker Peters has published articles related to the social emotional needs of gifted learners. She also serves on the board of the Tennessee Association for the Gifted and has served the editorial boards of the National Association for Gifted Children’s publications, Teaching for High Potential and Parenting for High Potential.
Debra Perhach
Diane Robbins-Holland, M.Ed.
and a master’s degree in Special Education from Johns Hopkins University. A Special Education Teacher and Assistive Technology Consultant for Prince George’s County Public Schools in Maryland, she has 40 years of experience working with students, ages birth to 21 years, with various strengths and needs. Her passion is working collaboratively with school staff, students and families to support Teams with creative problem-solving by evaluating individuals’ needs and abilities, assessing environmental factors, determining barriers to educational tasks and implementing the use of appropriate assistive technology strategies, tools, devices, and accommodations to enhance student access, productivity and independence. She enjoys spending time with her husband, daughter and pets and loves cooking and entertaining for friends, participating in aerobics and swimming and is an avid beach-goer!
Sheyanne S. Smith is the High Ability Learning Director for the Nebraska Department of Education. She completed her Bachelor of Arts in English and Master's of Arts in Teaching at Belmont University in Nashville, TN. She also holds a Master's of Education in Gifted, Talented, and Creative Education from University of Arkansas Little Rock. Prior to coming to her current position, she taught middle school gifted ELA in Tennessee. Sheyanne has presented locally, nationally, and internationally about her work with high ability students. Sheyanne is a member of the National Association for Gifted Children, treasurer for the Council for State Directors of Programs for the Gifted, and secretary of Council for Exceptional Children - The Association for the Gifted. She was awarded the National Association for Gifted Children Master's and Specialist Award in 2023. Sheyanne is currently a doctoral student at William & Mary.
Dr. Debbie Troxclair, Associate Professor at Lamar University, teaches graduate courses in gifted and special education. She has been actively involved in state and national gifted education professional organizations since 1987. She is the current President of the Association for Gifted and Talented in Louisiana. She received the CEC-TAG 2024 Service Award. Prior to working in higher education, Dr. Troxclair taught K-12 general and gifted education for almost 20 years. She has publications in gifted education journals/books and regularly presents conference sessions at state/national/international gifted education conferences. Her research interests include twice-exceptional learners, attitudes toward gifted, social emotional issues of the gifted, and personality type. Debbie's hobbies include quilting, and she loves to create pastel and watercolor art.
Dr. Eleonoor van Gerven 
Dr. Eleonoor van Gerven is director of Slim! Educatief BV, a private teacher education institute in The Netherlands. She specialized in gifted education and the systemic change- and solution-focussed approach. She developed a competency matrix for specialists in gifted education. She developed the post-graduate courses Specialist in Gifted Education and the Specialist in Educating Twice Exceptional Learners, which are both accredited by the Dutch Society for Higher Education. She wrote 17 books on gifted education and almost 100 articles on these topics. In September 2023 her next book on using the systemic support program for educating twice-exceptional learners in the regular classroom will be published.
In 2014 She won the Dutch Mensa Award for her lifelong contribution to gifted education. In 2018 she was made an honorary member of the Dutch Professional Association of Specialists in Gifted education. Eleonoor is secretary of the World Council for Gifted and Talented Children, chair of the World Council’s scientific committee and chair of the Educational Insights Group.
Marna Walthall Wohlfeld, MA, MBAVanessa R. Wood
Vanessa R. Wood, MA, Gifted Education, Co-Founder and President, The International Gifted 
Consortium (IGC), Research Center for Highly-Profoundly Gifted is the co-principal investigator and corresponding author of the 2024 published study, Prevalence of Emotional, Intellectual, Imaginational, Psychomotor, Sensual Overexcitabilities in Highly and Profoundly Gifted Children and Adolescents: A mixed-methods study of development and developmental potential. 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 upcoming book Highly-Profoundly Gifted: A Holistic and Critical Approach. Vanessa created programs to fit the educational and developmental needs of highly-profoundly gifted children and adolescents; she is the host of the IGC podcast, Room with a View, and she trains parents, teachers, school administrators, counselors, and psychologists on the social, emotional, physical, cognitive, and altruistic behaviors, development, and developmental potential of highly-profoundly gifted children, adolescents, and young adults.
Dr. Matt Zakreski
Matthew “Dr. Matt” Zakreski, PsyD is a high energy, creative clinical psychologist 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 300 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
2024 Keynote Speakers
Dr. Megan Foley Nicpon
Megan Foley Nicpon, Ph.D., is the Myron and Jacqueline Blank Endowed Chair and Director of the University of Iowa’s Belin-Blank Center, as well as a licensed psychologist and professor of Counseling Psychology.
Dr. Foley Nicpon’s research and clinical interests include assessment and intervention with high ability students with autism spectrum disorder, ADHD, and emotional/learning difficulties, and the social and emotional development of talented and diverse students. She has one co-edited book and over 50 referred articles and book chapters in the areas of talent development, counseling psychology, and twice-exceptionality, and given over 100 presentations at international, national, and state professional meetings.
Dr. Foley Nicpon provides clinical and research supervision to doctoral students in Counseling Psychology, many of whom focus on child psychology and talent development. Awards include the Big Ten Academic Alliance Fellowship, NAGC Early Scholar Award, AERA Research on Giftedness, Creativity, and Talent Path Breaker Award, AERA Division E Outstanding Research Award in Human Development, and, twice, the MENSA Research Award, MENSA Education & Research Foundation.
Dr. Sally M. Reis
Sally M. Reis holds the Letitia Neag Morgan Chair in Educational Psychology at the Neag School of Education at the University of Connecticut. She is also a UConn Board of Trustees Distinguished Professor, and served as Vice Provost of Academic Affairs. As Vice Provost, she has implemented several new and innovative programs for Honors Students, Effective Teaching and Learning, and innovative undergraduate student research. She is a former Department Head of the Educational Psychology Department and also served as Principal Investigator of the National Research Center on the Gifted and Talented. She is a fellow of Division 15 of the American Psychological Association, and has won numerous professional awards including the Distinguished Scholar of the National Association for Gifted Children, for her scholarly contributions. She also served as President of the National Association for Gifted Children. She was a classroom teacher as well as an administrator for 15 years before becoming a professor. She has authored and co-authored more than 250 publications, including articles, book chapters, and numerous monographs and technical reports, and worked in a research team that has generated over 35 million dollars in grants during the last 15 years. Her publications have appeared in journals such as American Educational Research Journal. Journal of Educational Research, American Psychologist Exceptional Children, and Phi Delta Kappan. Her research interests are related to academically talented students and talent development as well as special populations of gifted and talented students, including students with learning disabilities, diverse groups of talented students who are often underserved and underachieve in school. Her recent work has involved methods of using gifted education pedagogy to stimulate interests, learning styles and abilities in all children.. She has conducted research on the Schoolwide Enrichment Triad Model, a model she developed with Joseph Renzulli. The SEM has been implemented in thousands of school districts throughout the world.Some of her most cited research has been conducted on talented women and girls. In her most recent work, she has conducted research about using enrichment strategies to challenge and engage talented readers and students identified as twice exceptional.
Dr. Joseph Renzulli 
Joseph Renzulli is a professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people, and on organizational models and curricular strategies for differentiated learning environments that contribute to total school improvement. A focus of his work has been on applying the pedagogy of gifted education to the improvement of learning for all students.
Dr. Renzulli is the author of numerous books and articles, and he has been awarded more than $35 million in research grants. He is Fellow in the American Psychological Association and was designated a Board of Trustees Distinguished Professor at the University of Connecticut in 2000. In 2003 he was awarded an Honorary Doctor of Laws Degree from McGill University in Montreal, Canada. The American Psychological Association’s Monitor on Psychology named Dr. Renzulli among the 25 most influential psychologists in the world. He lists as his proudest professional accomplishment being the founder of the summer Confratute program at UConn, which began in 1978, and has served approximately thirty thousand teachers and administrators from around the world. His most recent work is a computer-based assessment of student strengths integrated with an Internet based search engine that matches enrichment activities and resources with individual student profiles, www.renzullilearning.com.
2024 Featured Speakers
Dr. Edward Amend
Edward R. Amend, Psy.D., is a Clinical Psychologist at The Amend Group, a comprehensive center for psychological, educational, and gifted services. Dr. Amend is licensed to practice in both Kentucky and Ohio. In his Lexington, Kentucky office, Dr. Amend focuses on the social, emotional, and educational needs of gifted and talented youth, adults, and their families. He has worked in both private practice and community mental health settings, as well as in consulting positions with clinics, hospitals, schools, and other organizations. He presents locally and nationally on topics related to the needs of gifted children.
Dr. Amend is co-author of two award-winning books: A Parent's Guide to Gifted Children; and Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders. Dr. Amend has authored or co-authored a number of articles, book chapters, and columns about gifted children.
As a strong advocate for the gifted population, Dr. Amend's years of service have included the Board of Directors of Supporting Emotional Needs of Gifted (SENG); President of the Kentucky Association for Gifted Education (KAGE) and Chair for the National Association for Gifted Children (NAGC) Counseling and Guidance Network. He has been a consultant to the Davidson Institute for Talent Development and a Contributing Editor for Roeper Review, a peer-reviewed journal for gifted education. Dr. Amend is actively involved with the Assessment Special Interest Group of NAGC and the National Twice Exceptional Community of Practice. He is a member of the American Psychological Association (APA), APA's Division 53 (Child-Clinical Psychology), and the Kentucky Psychological Association.
Theresa Jackson
Theresa Jackson is the Talented and Gifted (TAG) Supervisor of Prince George’s County Public Schools, MD and has been since 2005. She was a teacher of gifted students at a TAG magnet program for 9 years prior to becoming the supervisor. She is the current co-chair of the Maryland Gifted and Talented Advisory Council (GTAC), a previous co-chair from 2015-2018, and a member since 2012. She is a member of the Bridges Academy M.Ed. Program Advisory Committee, Johns Hopkins University School of Education Twice Exceptional Advisory Committee and previous member of Johns Hopkins CTY Curriculum Committee. She has taught graduate courses as an adjunct professor at Johns Hopkins University School of Education, McDaniel College, and Trinity College. She has served as the vice president and social media director of the Maryland Educators of Gifted Students (MEGS) for 9 years and a member of the MEGS Gifted Conference since 2004.
2024 Breakout Session Presenters
Gayle G. Bentley 
Gayle Bentley has been an educator for over 23 years and is a doctoral candidate at Bridges Graduate School of Cognitive Diversity in Education. She is also the mother of three neurodivergent sons. She currently serves as the Gifted/2e Academic Director at 2e4ME Academy, a nonprofit learning academy for 2e students. She recently founded The Bentley Center where she provides private educational consulting services for parents, families, and teachers of gifted and twice-exceptional students. She regularly presents at state and national conferences about teaching gifted and twice-exceptional students, including SENG, the Arizona Association for Gifted and Talented, the California Association for the Gifted, and the 2e Conference at William & Mary. She also published her first book with Dr. Lin Lim, called "Using Picture Books to Help Little Ones Learn About Themselves."
Tiffany Chaiko, M. Ed. 
Tiffany Chaiko is a third-year doctoral student at Bridges Graduate School of Cognitive Diversity in Education and a 2e adult. She holds a certificate in twice-exceptional education from Bridges Graduate School. Tiffany is married and a parent of 2e young adults. She has a diverse professional background. Tiffany’s research interests include the intersections between creativity and 2e learners, talent development and 2e learners, and developing positive and strength-based environments with 2e learners.
Sandra E. Clifton 
After earning her master’s degree in education and serving as a high school English teacher for over a decade, Sandra earned credentials as a professional life coach and joined The RULER Team at the Center for Emotional Intelligence at Yale University to guide teachers in a program of SEL. She then opened her own private practice, the Clifton Corner--a safe space to support overwhelmed students who struggle with issues of perfection, motivation, organization, learning differences, and self-esteem. For the past seventeen years, Sandra has worked to promote discovery and personal accountability to help young people transform their identity through the tools of mindfulness, creativity, leadership and positive psychology as a Board-Certified Educational Therapist. Sandra shares a special affinity with both athletes and artists who shine with strengths outside of school--but may encounter challenges with academic insecurities in the classroom--often identified as gifted, sensitive and/or twice-exceptional students. Sandra also guides parents through curriculum decisions and school transitions to create more joy in the journey of learning. She recently served as an intern at the Belin-Blank Center and just earned her doctorate in Cognitive Diversity at Bridges Graduate School.
Dr. Amy Haynes Clark 
Dr. Amy Haynes Clark found her love of twice-exceptional education through the creation of Chestnut Ridge Academy, which she founded to serve her son by creating highly customized experiences for gifted and exceptional minds. She has since earned a Doctorate in Education at Bridges Graduate School of Cognitive Diversity with a focus on Innovative Leadership. She now supports neurodivergent individuals as well as their families, educators, and employers through her consultancy, Exceptionally Engaged. At Exceptionally Engaged, she helps parents to adopt strategies that foster harmony in the home, employers to create positive work environments, and educators to build engagement in learning. As a mentor for multi-exceptional students, she supports a sense of belonging and self-efficacy by exploring how their strengths, talents, and interests might guide their future pathways. She is a fierce advocate for the life-changing benefit of service dogs for neurodivergent individuals and is currently building communities to support these opportunities at Heel & Home. With her multi-disciplinary background in technology, learning, design and research she loves supporting those interested in collaborating on the magic that lies at the intersection of technology and learning.
Mrs. Brianne Hudak, M. Ed. 
Mrs. Brianne Hudak, M. Ed. has been education for over sixteen years serving in public, private, and charter schools. She is passionate about meeting exceptional students’ needs both academically and social-emotionally through equitable and innovative methods/models, and developing lifelong learners, global citizens, and future leaders with critical and creative thinking skills. Her roles in education are diverse and include teaching the gifted and talented, single-gender, PK3-5th grades, STEM, theatre arts, and global studies. She has also held administrative roles as a curriculum and instructional specialist, teacher mentor, student activities director, dean of students, assistant principal, K-12 school leader, and adjunct professor. Mrs. Hudak is an educational entrepreneur developing a school for the gifted and talented in North Carolina, a national educational coach, consultant, and speaker, and currently pursuing a doctorate degree in educational leadership focusing on combating underachievement in the gifted and talented population.
Adam Laningham, M.Ed.
Adam Laningham is the author of several books, including Gifted Children & How Trauma Impacts Them, and has over 20 years of experience in the field of education. Adam was recognized as the Arizona Gifted Teacher of the Year, he has taught at several schools in multiple grade levels, created and facilitated numerous gifted programs, and served as a district manager coordinating programs for over 6,000 gifted students. Adam is the founder and owner of Bright Child Books and The Gifted Collective. He is currently an international speaker, consultant, and gifted advocate, as well as the President-Elect of SENG - Supporting the Emotional Needs of the Gifted, a founding member of Callisto (supporting gifted foster youth), an advisor for CogAT Riverside Insights, and serves on the Leadership Council for the Arizona Association for Gifted & Talented.
Sarah Lavezzo, M. Ed. 
Sarah Lavezzo is the founder and director of Wonder Learning Collective, an educational nonprofit that believes the purpose of education is to equip students to be lifelong learners and compassionate citizens while preparing them to live an enriched, fulfilling life as they create positive change in their community and world. She is also the founder of Ascend Micro School – a K-8 modern one-room schoolhouse in Colorado Springs, Colorado and co-founder of the Scholé Center for Innovative Education in Arlington, Virginia. Additionally, she has co-authored several curriculums for the United States Institute of Peace and Heartwork, served on DC Public Schools' Experiential Learning Task Force, and was featured as National Geographic's Educator of the Week.
She holds a graduate degree in curriculum & instruction and an endorsement in gifted education & talent development. She is passionate about learner-driven education, global education, and empowering children and families. As the mom of a delightful 2e daughter, she loves to build community with other parents and support them in their journeys. You can reach her at sarah@scholenova.org.
Lin Lim, Ph.D.
Dr. Lin Lim has a Ph.D. in human development psychology from Boston University, an Academic Graduate Certificate in twice-exceptional education from Bridges Graduate School of Cognitive Diversity in Education, and an Academic Graduate Certificate in Mind, Brain, and Education from Johns Hopkins University Graduate School of Education. She is a translational scientist specializing in sustainable well-being and complex outlier lifespan development through a dynamic systems perspective. She is currently the Dean at Bridges Graduate School of Cognitive Diversity in Education and volunteers for various gifted-related non-profits including serving as the President of Supporting Emotional Needs of the Gifted. She can be reached at linkedin.com/in/linlimgoh.
Dr. Ana Miró
Dr. Ana Miró´s background is in Curriculum and Teaching, Emotional and Behavioral Disorders, Educational Leadership and Special and Elementary Education. She has more than 40 years of experience in the field of Special Education, of which 30 are at the University of Puerto Rico (PR). She has been a teacher in the public and private system in PR and the US and served as an educational expert in lawsuits in Special Education cases. She possesses extensive experience as a lecturer and trainer. She has presented her service and research work in several important organizations such as National Association for Gifted Children (NAGC), Council of Exceptional Children (CEC), World Council for Gifted and Talented Children (WCGTC), Supporting Emotional Needs of the Gifted (SENG) and Bridges Academy, among others. Since 2002 she has been working in the field of giftedness and 2e in several tasks such as a trainer, consultant, practitioner, and researcher.
Dr. Miró received the People to watch recognition from the 2e Media Bridges Center in 2021. She is a pioneer in PR in the field of 2e. She coordinates the service and research PROJECT DE AFEECTo: Twice Exceptionality- Supporting Families, Schools, Students and Communities through Interdisciplinary Work in which services and research are directed to 2e students and their families as well as professionals. Some of the topics addressed in the research are socio-emotional development, dual accommodations, interdisciplinary teamwork, and ecological approach. In addition, a support group for families is maintained and activities are carried out with students in which academic skills are merged with socio-emotional skills. Families are supported in the development of individualized educational plans and in active participation in their children's educational processes. In addition, professional development activities are continuously offered and the knowledge and needs of professionals are documented. She is currently working on the development of public policy for 2e in PR.
Mary Murray Stowe, M.Ed. 
Mary Murray Stowe, M.Ed. works with teachers, administrators, instructional coaches, directors, and coordinators of Special Education through the Training and Technical Assistance Center at William & Mary and the Virginia Department of Education as an educational specialist. Mary is certified as a SIM™ Certified Learning Strategy Professional Developer, Certified Local LETRS Classic Trainer, LETRS Third Edition Facilitator, and a SIM™ Content Enhancement Routine Professional Developer in Training. As a technical assistance consultant, Mary supports the National Center for Improving Literacy and Educator’s Testing Center. Currently, Mary is a doctoral candidate in Special Education and serves as the President of the Virginia Branch of the International Dyslexia Association.
Angela Novak, Ph.D. 
Angela M. Novak, PhD, is an Assistant Professor in Elementary and Middle Grades in the College of Education. Dr. Novak’s current research interests include equitable professional learning; diversity, equity, & belongingness in gifted & talented education; equity in play; and collegiate teaching practices. Dr. Angela M. Novak has co-authored several books, including Empowering Gifted Educators as Change Agents: A Playbook for Equity-Driven Professional Learning. Additionally, her research can be found in various educational publications, such as Parenting for High Potential and Gifted Education Review.
Yekaterina O'Neil 
Yekaterina (Katrina) O’Neil is a homeschooling mom by day, a doctoral student by night, and a software security researcher by trade. The mom to two 2e kids in middle and high school, she began homeschooling them after public school turned out not to be a fit. To understand and support her kids better, Katrina is pursuing a Doctoral Degree at Bridges Graduate School of Cognitive Diversity in Education, while attempting to juggle a career in cybersecurity at the same time. She is passionate about neurodiversity and hopes to spread awareness and acceptance of neurodivergent individuals at home, at school, and in the workplace. She holds a B.S. and M.S. in Computer Science & Engineering from UC San Diego.
Debbie Ramer, Ed.S. 
Debbie Ramer is an assistant clinical professor in Curriculum & Instruction/ Special Education at the College of William & Mary, Coordinator of the W&M Special Education Program, Co-Director of the W&M Literacy Lab, and Principal Investigator of the W&M TTAC grant. She holds an Education Specialist degree from the University of Virginia in Special Education with an emphasis in reading. At W&M, she teaches classes in language and reading development, exceptional education, educational assessment, and university-school-family partnerships. Prior to joining the faculty at William & Mary, Debbie was an educational consultant/diagnostician with the Virginia Hospital Education Program at MCV’s Child Neurology Clinic and a K-5 special education teacher. Her research interests include educating educational professionals about the Science of Teaching Reading, early intervention services and supports, traumatic brain injury, data-driven intervention, and special education teacher preparation/retention. She presents regularly at local, state, national and international conferences.
Jacqueline Renfrow 
Jacqueline is a writer and editor of more than 20 years with a focus on health and education journalism. She has a certificate in Mind, Brain, and Teaching from Johns Hopkins University's School of Education where she is finishing up a master's degree in education and serving as adjunct faculty. When she is not writing, studying, or advocating, she is the proud and exhausted mother of three neurodiverse children, two of whom are twice exceptional.
Dr. Karem Roitman (FHEA, DPhil)
Dr Karem Roitman is the Director of Thinkers Meet Up, which was set up to provide courses and resources to serve gifted and 2e young Thinkers. Dr Roitman teaches political philosophy to young Thinkers while also lecturing on political philosophy and international development at the Open University. She has authored books, curricula, and articles on inclusive education, racism, education for democracy, and teaching skills for the future. Dr Roitman is from Ecuador and has worked as an educational consultant for various international organisations. Her latest book ‘Seeking the Perfect World: A Critical Discussion of Global Challenges for the Young and Curious’ will be published by Prufrock Press in 2024.
Del Siegle, Ph.D. 
Del Siegle is the Lynn and Ray Neag Endowed Chair for Talent Development at the University of Connecticut, where he directs the U. S. National Center for Research on Gifted Education (NCRGE). He is a past-president of the National Association for Gifted Children (NAGC) and recipient of their 2021 Founder’s Memorial, 2018 Distinguished Scholar, and 2011 Distinguished Service Award. He is a former co-editor of Gifted Child Quarterly (GCQ) and the Journal of Advanced Academics (JOAA), co-author with Gary Davis and Sylvia Rimm of the 6th and 7th editions of Education of the Gifted and Talented, author of The Underachieving Gifted Child: Recognizing, Understanding, & Reversing Underachievement, and author of a technology column for Gifted Child Today.
Katerina Tsomi (M.Sc, M.A., B.Sc) 
Katerina Tsomi holds an MA in Practice-based Play Therapy (Leeds Beckett University) and an M.Sc in the Psychology of Child Development (University of Central Lancashire). She is intensively trained as a Person-centered Play Therapist and Psychotherapist (Athyrma, Hellenic Institute of Play Therapy), a Person-centered Councelor (Strathclyde University) and a StoryPlay® trainer. She has a full-time private practice in Athens, Greece. She is an Ed.D. student in Bridges Graduate School of Cognitive Diversity in Education. Katerina is also a mum of a twice exceptional nine-year-old boy.
Cassandra Whetstone, she/her
Cassandra Whetstone is a credentialed educator who has taught gifted students in traditional classrooms and homeschool environments. She is the co-founder of Sequoia Gifted & Creative, LLC, and supports families of profoundly gifted learners as they navigate personalized learning through homeschooling or alternative education. Cassandra also is a freelance writer who mentors gifted and highly creative students as they develop their voices and skills as writers.
Kenneth J Wright 
Kenneth J Wright is a doctoral candidate at the University of Connecticut studying gifted education, creativity, and talent development. He is a veteran teacher with 17 years experience. He has a masters degree in counseling and an endorsement in gifted education.
Lauren Yacht, Esq.
Lauren Yacht is the co-founder and executive director of Scholé Center for Innovative Education. She is passionate about teaching and learning, and believes that people learn best through experience. Her background is in music education: she taught high school and college band and is currently pursuing her PhD in music education. Previously, she studied intellectual property law and briefly practiced as an attorney in Florida. Her legal studies inspired an interest in the Socratic method and its application to collaborative learning in the arts. In her experience, students are capable of amazing and insightful inquiry, discussion, and problem solving, and tend to become inspired and engaged when they are invited to become involved in their own learning. Lauren is a homeschooling mom to three children ages 8, 5, and 2.
Sam Young, M.Ed. 
Sam Young, M.Ed., is the founder and director of Young Scholars Academy which is a strength-based, talent-focused virtual enrichment school that supports twice-exceptional, differently-wired, and gifted students to feel seen, nurtured, and happy as heck through strength-based courses, camps, and community!
Sam is a two-time Fulbright Scholar, a TEDx speaker, a former Bridges Academy educator of nearly 10 years, and a Bridges Graduate School of Cognitive Diversity graduate. Additionally, Sam is a neurodivergent person himself who has committed his life to supporting differently-wired students to discover, develop, and lead their lives with their strengths, talents, and unique interests!
