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• Session Descriptions
• Thursday, February 27th

Thursday, February 27, 2025

Dr. Ashley Y. Carepenter

Dr. Ashley Carpenter, the conference coordinator, welcomes you to the 2e @ William & Mary 2025 conference.

Julie Skolnick, M.A., J.D.

Celebrating the Essence of a Gifted and Distractible Child

When encountering the Gifted and Distractible profile, people tend to concentrate on “what needs to be fixed.” This type of deficit-focus serves to bury the 2e child’s strengths and passions beneath a mountain of “skill-building” techniques and inappropriate expectations that further frustrate the child. The child’s self confidence and self concept are negatively impacted and their resilience is compromised. This keynote presentation will address how the strength-based approach and focusing on relationship development better serve the 2e child. We will debunk external motivation tactics and demonstrate why telling someone they “aren’t reaching their potential” actually backfires on reaching one’s goals. Through anecdotes participants will learn that when we utilize a child’s strengths to address their struggles - that’s when the magic happens.

• Dr. Claire E. Hughes
• Special and gifted education differ in history, goals, and terminology but share a focus onindividual learners outside the traditional mold. This session examines their intersection, exploring overlaps, divergences, and strategies to support twice-exceptional (2E) students. Participants will describe shared goals, distinct methods, and fostering collaboration to create environments that nurture 2E learners’ strengths while addressing their challenges. Getting both fields to talk is important - getting them to understand each other is critical.

• Dr. Matt Zakreski
• This session will outline the content, structure, theme, and intention of my recent book: TheNeurodiversity Playbook: How Neurodivergent People Can Crack the Code of Living in a Neurotypical World. By basing the neurodivergent experience in neuropsychology, we can use that platform to elevate the discussion around the existence of neurodivergent kids and how to best support them. We can also understand how to develop the skills necessary to navigate the world effectively and prosocially.

 Building Connections: Neurodiversity-Affirming Strategies for 2e Learners

• Erin Tee, M.Ed.
• Twice-exceptional (2e) learners thrive when their strengths are celebrated and their needs are supported. This session offers actionable insights for creating environments that embrace neurodiversity. Participants will better understand strength-based approaches sensory and emotional regulation, and foster meaningful connections. Join us to explore practical strategies that empower 2e learners to succeed while honouring their unique identities.

Writing on Their Terms: Empowering Reluctant Writers Through Choice and Creativity

• Debra Perhach, Diane Robbins-Holland, M.Ed., and Myanne De Leon
• Join a special educator and an assistive technology coach/consultant/collaborator for an inspirational session. We will explore strategies for empowering reluctant writers by incorporating choice and creativity throughout the writing process - prewriting, writing, editing, and revising. Attendees will explore meaningful options that tap into students' interests, strengths, and learning styles, fostering motivation and engagement. Practical tips and tools will be shared to help educators create a supportive, flexible environment where students feel confident and inspired to express themselves through writing.

• Dr. Cynthia Z. Hansen, ET/P
• Developing a positive self-identity for gifted and twice-exceptional(2e) learners is essential forthem to thrive. This research-to-practice session explores ways to mentor learners to develop self-awareness and positive self-identities, embrace their learning and communication diversities, and lead them toward self-advocacy, social success, and agency. Participants will explore tools to inspire an inclusive educational environment promoting cognitive diversity.

• Julie Skolnick
• Challenging behavior in gifted and 2e students can lead to parent/teacher and teacher/student conflict. In order to successfully communicate in a collaborative manner as well as foster open communication to support gifted and 2e learners, the adults at the table must be able to cooperate and manage their own emotional responses. In this session, participants will benefit from unraveling the complicated challenges of the gifted and 2e profile, why communication is often challenging between parents and teachers and how to overcome those obstacles to create a collaborative partnership of understanding and impactful strategies.

Leveraging Gifted Students' Strengths to Improve Executive Functioning in the Math Classroom

• John Burrell, Brad Kelly, Allison Hellman, and Chandi Turner
• We will discuss strategies that leverage gifted students' strengths (e.g., logical reasoning, pattern recognition) to compensate for executive function difficulties in the math classroom. We will demonstrate how cognitively guided math instruction is an effective approach to building number sense in elementary school and how we have leveraged spatial and logical reasoning abilities to make algebra, geometry, and trigonometry accessible in later grades. Attendees will come away with actionable strategies to bring back to their classrooms.

Mismatched Expectations, Best Laid Plans, and Other Co-Regulation Adventures: Supporting 2e Students without Burning Out

• Megan Cannella
• The intense nature of the asynchronies a gifted or 2e child encounters can lead to frustration and big, hard feelings for both adult and child. This session explores both information-gathering and co-regulation strategies to help parents and teachers be present and supportive for their child during experiences of intense asynchronies, without the adult sacrificing their own wellness. These strategies can help the dysregulated child develop self-regulation skills and can help the child understand and navigate the strengths and challenges of their asynchronous intensities. This session highlights proven tools and strategies-”such as our Hierarchy of Needs of Gifted Learners--developed specifically with gifted and 2e families in mind. All tools/strategies discussed can be customized to fit various ages and support needs. They're designed to be collaborative tools to help the child be an active participant in their emotional regulation.
  This session will help parents and educators to better determine the difference between asynchronous intensities and disrespect or disobedience, to find regulating practices to help you provide support through asynchronous intensities, and to find new ways to nurture the strengths in your child's asynchronous intensities.

Trellis and Bloom 2.0: AI Challenge and Support for Twice-Exceptional Learners

• Claire E. Hughes, Ph.D., Debra A. Troxclair, Ph.D., and Wendy A. Behrens
• Explore how artificial intelligence can revolutionize education for twice-exceptional (2e) students. This session highlights practical strategies for using AI to reduce barriers, provide individualized support, and foster strengths, empowering educators to nurture creativity, critical thinking, and unique potential in diverse learners.

 Lunch Break

Dr. Susan Baum

The Metaphor of Green: A Reconceptualization of Twice Exceptionality

Recognizing "Quirky" Attributes as Community Assets: Activities to Guide Inclusivity in Learning and Work Environments

• Dr. Cynthia Z. Hansen, ET/P and Jared J. May
• When you think "quirky," is it a mocking or derisive meme, or do you embrace it as part of your boldly unique personality? Words matter! Language can influence an atmosphere of otherness and a hierarchy of abilities, or it can empower one to embrace their mosaic of attributes. This activities-driven session guides participants to nurture inclusivity and respect by exploring the idiosyncrasies of 2e individuals, reframing attributes as community assets, and validating individual contributions.

A Solution Focused Approach in Guiding Twice Exceptional Students

• Dr. E.W.J.M. van Gerven
• Twice-exceptional students experience problems due to being gifted and having a learning disability (Baum, Schader & Owen 2017; Pereles, Omdal & Baldwin, 2009; Trail 2011). This results in unique social-emotional and/or behavioral problems. In this session, participants will explore a solutions-focused approach for teachers, based on the concept of RtI and the involvement of the student's ecological system, to use when coaching twice-exceptional students (Van Gerven, 2024).
  The approach in this workshop is based on a combination of three proven strategies: The strategy of Response to Intervention is known to be effective for all four developmental domains: cognitive, academic, intra, and interpersonal (Trail, 2011; Troxclair, 2015; Robertson & Pfeiffer, 2016). This strategy becomes even more effective if it is approached from a solution-focused perspective. This systematic approach leads to student empowerment (Cauffman & Van Dijk, 2009; Furman 2006, Wolters, 2011). By involving all actors in the student’s ecological system, the chance of successful intervention will increase (Van Gerven, 2015; Van Meersbergen & De Vries, 2013). Case studies of the approach are included in this presentation.

Eliminating the Hoops: Finding and Accessing Supports and Programs for 2e Multipotentialites

• Megan Cannella
• Keeping up with and responding to the varied and ever-changing interests and support needs of 2e multipotentialites can be daunting. It's hard to know where to start--especially if you aren't familiar with your student's newest interest. In this session, we'll talk about how to leverage your existing resources to find new opportunities and how to determine goodness of fit before investing too much time and energy. We'll also talk about what balance means in terms of a 2e multipotentialite and how to find it.

"Crazy Smart" or Just "Crazy?" Is there an Intersection Between Neurodivergence and Serious Mental Illness?

• Dr. Matt Zakreski
• Throughout thousands of therapy sessions and questions over the years, one theme constantly repeats: "Is my kid a sociopath?" There are aspects of being neurodivergent that can look and feel, for lack of a better word, "creepy:" apparent lack of empathy, overly logical thinking, egocentric thinking, and asynchrony. The good news is that there is a lot of research around psychopathy/sociopathy and we can identify and illuminate meaningful distinctions between these neurodivergences.

Assessing & Supporting 2e Learners - Guidance for Practitioners & Families

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

• Dr. Cynthia Z. Hansen, ET/P
• Are you a parent or teacher who has lost clumps of hair trying to wrangle a brilliant, capable child with poor executive functions? How do they 'wear' their 'lazy' style of struggles and strengths? This session focuses on the divergent thinking styles that affect the executive skills of gifted learners. Participants will be guided to experience the world of 'laziness' along with research-backed, strength-based solutions. Discussions will encourage participant experiences and collaborative solutions.

• Lisa A. Jobe, J.D., and Sydney Miller Milbert, M.S.
• Families with 2e learners commonly search for a peer community who understands and connects with each other. Enrichment classes offer opportunities for connection, though such classes can be difficult to find, financially inaccessible, or unaccommodating to learning differences. In 2023, GHF launched a first-of-its-kind virtual co-op (“Co-Op”) for gifted/2e families, providing a low-cost alternative to online learning by utilizing the passions and expertise that parents hold. Developed from conceptions such as Gardner’s Multiple Intelligences and Renzulli’s Schoolwide Enrichment Model, the Co-Op provides enrichment opportunities for 2e learners to discover new interests, explore passions, hold leadership roles, and learn from mentors, all while maintaining autonomy over their own learning preferences. In this learning community, parents also have the opportunity to support one another through their experiences of raising these unique learners. Now in its fourth semester, the Co-Op has become a model of success, and we will share exciting takeaways as well as how this model can be duplicated by families and after-school programs.

• Abby Kirigin, Ed.D., and Callie Turk
• Twice-exceptional students have complex learning profiles. Our "DEAR REEL" model combines best-practice research findings with first-hand parent experiences to provide practical strategies for 2e learners. It delineates four critical considerations for working with 2e children - Develop Connection; Embrace Flexibility; Attend to Strengths; and Reframe Behavior. Hear stories and receive ideas across k-12. A great talk for educators looking to equitably support 2e learners, and for parents evaluating school options.

MTSS Tiered Excellence: A Systems Approach for Addressing Strengths and Challenges of 2E Students

• Sheyanne S. Smith, MAT, MEd
• Supporting all children with exceptional learning needs through frameworks such as Multi-Tiered System of Support (MTSS) can address both strengths and challenges. Using a systems approach, this caters to the unique needs of gifted, 2e kids and children with special needs, offering interventions like universal design for learning, targeted plans for specific challenges, and intensive support when necessary. MTSS ensures a flexible and responsive approach, recognizing and nurturing the diverse strengths and difficulties of all exceptional learners.

Prevalence of Emotional, Intellectual, Imaginational, Psychomotor, and Sensual Overexcitabilities in Highly and Profoundly Children and Adolescents: A Mixed-Methods Study of Development and Developmental Potential

• Vanessa R. Wood, MA, Gifted Ed.
• We will present the international mixed-methods study examining the prevalence of emotional, intellectual, imaginational, psychomotor, and sensual overexcitabilities in the development and developmental potential of highly and profoundly gifted children ages 4-13 years. We will discuss the quantitative and qualitative findings including the most prevalent "high" overexcitability profile. Through examples from the research, participants will even better understand, recognize, and support multiple overexcitabilitites occurring together.

2e25 Friday, February 28th Session Descriptions