Register For 2018 Today!  


2 Days of 2e virtual conference is for parents, educators, and clinicians, to help bring out the best and raise self-esteem in 2e learners (gifted with a learning difference). 12 renowned experts and innovators discuss topics from (Mis)identification, anxiety, and perfectionism, to underachievement and advocacy. Participants learn how to use research-based tools for their home, classroom or clinical office. Contact hours are available through the University of Connecticut.

Join us to:
     • Live-Chat during sessions on October 26-27
     • Build community and share ideas in our parent and teacher Discussion Forums
     • Learn about resources in our Exhibitor Hall

2 Days of 2e launches October 26-27, 2018, and since it’s virtual - remains available on-demand through April 2019.

2 Days of 2e is brought to you by With Understanding Comes Calm, LLC

Participants are eligible to receive a Certificate documenting Contact Hours, issued by the University of Connecticut. Each participant must determine if their home state/agency/professional association recognizes Contact Hours.

Note that there is a time limit to earn the Certificate.

Sessions must be watched by or before November 27, 2018. Continuing Education Units (CEUs) are not offered by the University of Connecticut.
The schedule reveals the maximum number of contact hours (10). 2 Days of 2e will track hours watched, between October 26 – November 27, 2018, and will submit the report to UCONN on your behalf. You will receive a certificate from UCONN reflecting the amount of hours watched.

Exhibitor Hall

Our virtual Exhibitor Hall, open from October 26, 2018 through April 2019 and providing interactive booths and resources for the 2e Community includes vendors in the following categories: Education, Clinicians, Consultants, Associations and Enrichment. To market in our Exhibitor Hall, please review this Exhibitor Prospectus and see a Sample booth. Contact us with any questions.

Chat Lounges

Parents and Educators build community in our two chat rooms designed specifically for you! Meet friends and colleagues from around the world and share stories and strategies, ask questions and get acquainted. Chat Lounges will go live on October 26 and remain open through April 2019.

Live Chat

On our launch dates many of our 2e speakers will join us to LIVE chat during their session in order to answer your questions and respond to comments. Register now to take advantage of this feature during October 26-27!

Frequently Asked Questions (FAQ)

Click here to see Frequently Asked Questions and answers. If you don’t see your question here, please contact our Event Technical Support in the lower right corner of this webpage.


Opening Keynote Cycle for Success: Parenting and Teaching 2e

Julie Skolnick, M.A., J.D.
Julie welcomes you to 2 Days of 2e Virtual Conference! In this session you will learn about her Cycle for Success in Parenting and Teaching 2e kids. Understanding the gifted and 2e experience is the essential first-step to developing durable strategies and advocacy skills. Learn about the Columbus Group definition of giftedness, in particular characteristics of asynchronous development, perfectionism and intensity. After discussing these characteristics, you will study Julie’s trademarked acronym P-R-A-I-S-E™, a concept representing six categories of strategies that are particularly impactful with 2e kids. Julie’s energy, humor and deep passion for the 2e profile come through as she shares anecdotal examples and a glimpse into the 2e child’s and student’s life.


Stephen Chou, Psy.D.
Identification for twice-exceptional (2e) is oftentimes enigmatic. Of those who assess children, few are specifically trained to assess in the area of giftedness and twice-exceptionality/multi-exceptionality. Gifted and 2e children often have complex cognitive, academic, emotional, and behavioral profiles that are often misunderstood and misdiagnosed. Uncovering the gifted/2e child’s unique profile is critical for identification of the child’s strengths as well as areas of challenges such that the child is seen and understood.

Strength-Based and Talent-Focused Approach

Susan Baum, Ph.D.
Robin Schader, Ph.D.
This presentation will provide a solid rationale for the power of learning in an environment in which uniqueness is honored and strengths lead the way. Discover strategies to find, share, leverage, and develop interests, gifts, and talents. With just a shift in focus, you can find practical ideas for being a change agent in your home, classroom, and school.

Misdiagnosis and Missed Diagnosis of Gifted Individuals

Edward Amend, Psy.D.
Misdiagnosis of gifted individuals most frequently occurs when professionals mistakenly view specific social and emotional characteristics of gifted individuals as signs of pathology. Missed diagnosis occurs when factors of giftedness obscure weaknesses, or problematic behaviors are minimized because one is gifted. The presenter will discuss the most common disorders that lead to either misdiagnosis or missed diagnoses, explore the relationship between giftedness and clinical syndromes, and provide information and strategies for social and emotional development.

Make your 2e Worrier a Warrior

Dan Peters, Ph.D.
Gifted individuals are prone to several types of anxiety, including worrying, obsessing, perfectionism, social anxiety, and generalized anxiety. Anxious children and adolescents often engage in behaviors to minimize the distress of their anxiety, such as avoiding school or not trying if they do not think they can do a task perfectly. Children and adolescents who worry are often preoccupied with their worrisome thoughts, thus inhibiting their ability to maximally learn in the classroom, comfortably connect with peers, and fully engage in life. While the aforementioned is true for gifted children, twice-exceptional (2e) children face additional challenges given their disabilities such as ADHD, Autistic spectrum, and Dyslexia. Being aware of a twice-exceptional individual’s propensity to become anxious, as well as learning and teaching effective interventions for reducing anxiety, increases the likelihood of academic achievement, and positive social-emotional adjustment in life.

In this workshop, participants will learn: (1) The components of the brain and body responsible for the fear and relaxation response (2) the characteristics of gifted and twice-exceptional (2e) youth that make them more susceptible to anxiety (3) to identify symptoms and behaviors associated with different types of anxiety (4) the role of thinking in determining emotions and behavior (5) cognitive, behavioral, and mindfulness strategies for managing and overcoming anxiety, and (6) to develop creative anxiety reduction and management plans for children, adolescents, and even adults. We will turn 2e worriers into warriors!

Addressing Perfectionism

Lisa Van Gemert, M.Ed.T.
Do you have children who struggle with perfectionism? Perhaps you do yourself. Would like practical ideas for helping overcome it? Perfectionism is an occupational hazard of giftedness, and its effects can be truly debilitating. Learn what perfectionism looks like in gifted kids, its potentially damaging effects, and then take a deep dive into the big ideas and strategies for turning this terrible master into a compliant servant.

Understanding, Preventing, and Reversing Underachievement Among 2e Students

Donna Y. Ford, Ph.D.
The session focuses on factors that contribute to underachievement among gifted students, with some attention to students of color. Strategies, paradigms, and theories regarding preventing and reversing underachievement are shared.

Schoolwide Enrichment & Talent Development

Joseph Renzulli, Ed.D.
Sally Reis, Ph.D.
Strength-based practices can and do enable 2E students to develop their gifts while simultaneously compensating for their deficits. In particular, Renzulli and Reis’ Schoolwide Enrichment Model (SEM), focusing on talent development, can be used to enhance strengths as well as address academic challenges often experienced by 2E students. Strategies such as developing Talent Profiles, completing Interest Inventories, and implementing a broad array of enrichment and strength-based practices, such as Enrichment Clusters, Renzulli Learning, and Types I, II, and III Enrichment, will be discussed.

Academic Advocacy for 2e Children

Bobbie Gilman, M.S.
Many states have interpreted current special education law to mean that twice exceptional children performing at grade level do not qualify for services in public schools. Because 2e students may compensate well enough to perform at average levels initially, resourceful advocacy is essential to ensure that subtle, but significant weaknesses are not overlooked. Otherwise, without support, the 2e student may begin to fail as the demands of education increase. Parents are usually the first to observe gifted strengths, suspect co-existing weaknesses, and recognize the need for support of both. Informed parents, educators, and clinicians can build upon this insight to advocate effectively for the 2e child. Please join Bobbie to explore essential steps: 1) ensure that the child’s dual exceptionalities are fully and properly assessed, 2) seek gifted identification and support of strengths at school, 3) request IEP or 504 Plan evaluations to put services and accommodations for weaknesses into place, 4) pursue appropriate private interventions when possible, 5) recognize when schools are not adhering to the law, and 6) guarantee that sufficient support is maintained for the 2e child to develop his or her strengths and be successful in typical schools.

Closing Keynote Normal Sucks

Jonathan Mooney
Welcome to a new world, where the good kid doesn’t sit still. A world where some of the smartest kids in the class don’t read well or don’t read at all. A world where the popular kids don’t make eye contact, don’t shake hands, and definitely don’t back slap.

In this world, these kids enjoy academic success and personal fulfillment at places like the MIT Media Lab and MET High School in Providence, Rhode Island, one of the top charter schools in the country. Then, they go on to run companies in Silicon Valley, New York and Tokyo.

Unlike ever before, this century proves their cognitive differences are more than “quirks” – they are the groundwork for innovative ideas and skills to solve problems most of us wouldn’t anticipate. Think Google. Jet Blue. Apple. By embracing the beautiful, bizarre realities of neuro-diversity – the idea that we are all special snowflakes – as essential components of a healthy vibrant culture, we can propel students not only to better participate in, but seize the changing world where the digital brain rivals the text-oriented and a design oriented economy replaces a manufacturing base. Renowned writer, neuro-diversity activist and author Jonathan Mooney vividly, humorously and passionately brings to life this wonderful world of neuro-diversity: the research behind it, the people who live in it, and the lessons it has for all of us who care about the future of education.

Explaining the latest theories, Jonathan helps teachers and parents redefine what it is for students in the 21st century to think and to learn and to be successful. He provides concrete examples of how to prepare students and implement frameworks that best support their academic and professional pursuits. In this lecture, Jonathan takes the audience to life in high schools organized around the principles of video gaming and visual culture. He transports the audience to snow-bound strip malls in Sweden where a software design company has decided to only hire people with Asperger’s syndrome—not as charity, but because this company believes programmers with Asperger’s make superior employees.

As with Jonathan’s other lectures, the audience will leave this talk fundamentally changed and empowered. “Re-drawing the lines” blends research and human interest stories with concrete tips that parents, students, teachers, and administrators can follow to transform learning environments and create a world that truly celebrates cognitive diversity.


Julie Skolnick, M.A., J.D.

Julie Skolnick, M.A., J.D., Founder of With Understanding Comes Calm, LLC, passionately guides parents of gifted and distractible children, mentors 2e adults, and advises educators and professionals on bringing out the best and raising self-esteem in their students and clients.

Julie serves as Secretary on the Maryland Superintendent’s Gifted and Talented Advisory Council, is the Maryland liaison for Supporting the Emotional Needs of the Gifted (SENG), reviews parenting strand conference proposals, and is a Committee member for the National Association for Gifted Children (NAGC) and serves as an advisor to “The G Word” feature documentary currently in production.

Through “Let’s Talk 2e!”, the digital media division of With Understanding Comes Calm, Julie produces 2 Days of 2e Virtual Conference.

A frequent speaker and prolific writer, Julie is also the mother of three twice exceptional children who keep her on her toes and uproariously laughing.

Stephen Chou, Psy.D.

Stephen H. Chou, Psy.D. is a supervising clinical psychologist in private practice in California and Colorado and the Director of Training and Research at the Summit Center within the San Francisco Bay/LA Area. Dr. Chou is also the Co-Founder/Director of 2e Assessment and Research at FlexSchool. Dr. Chou is a former Director with the Board of Directors with Supporting the Emotional Needs of the Gifted (SENG). Dr. Chou is currently an adjunct professor with the University of Denver, and was an adjunct professor at Alliant International University – California School of Professional Psychology in San Francisco, CA and Hong Kong, a supervising clinical psychologist at the Chinatown Child Development Center through the Department of Public Health with the City and County of San Francisco, and the Executive Director of the Big Sibling Program. Dr. Chou practices from a developmental, strengths-based, and multicultural stance through individual and family counseling, as well as intellectual, educational, behavioral, emotional, and neuropsychological assessments, with children, families, and adults, especially with those who are gifted, talented, twice-exceptional (2e), and multiexceptional. Dr. Chou also presents at state, national, and international conferences on a variety of topics in giftedness.

Susan Baum, Ph.D.

Susan Baum, Ph.D. is the 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 Gifted’s 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.

Professor Emeritus from The College of New Rochelle, Susan is widely published in the areas of differentiated instruction, twice exceptional students, primary-aged gifted students, and social and emotional factors affecting gifted students. Her books include Creativity 1,2,3; Chi Square, Pie Charts and Me; To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More; Multiple Intelligences in the Elementary Classroom: A Teachers Toolkit; and Staying In Stepp: Nurturing the Social and Emotional Needs of Gifted Adolescents.

Susan served on the Board of Directors of the National Association for Gifted Students and is the past president and founder of the Association for the Education of Gifted Underachieving Students (AEGUS). Susan serves on the advisory boards of 2e Newsletter and Smart Kids with Learning Disabilities.

This past year, Susan Baum and Robin Schader published the 3rd edition of To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, and More (Prufrock Press), as well as a Chapter titled Using a Positive Lens: Engaging Twice-Exceptional Learners in the book edited by Scott Barry Kaufmann,Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties (Oxford Press).

Robin Schader, Ph.D.

Robin Schader received her Ph.D. in Gifted and Talented Education from the University of Connecticut, where she was an Assistant Research Professor. Her work and research focus on talent development, particularly with respect to the role of parents. Dr. Schader served as Parent Resource Specialist for the National Association for Gifted Children (NAGC) for ten years. She has been invited to speak at numerous state and national conferences including NAGC, National PTA, and National HeadStart. Before graduate school, she founded and directed Music House, a non-profit “home away from home” for exceptionally talented pre-college music students from around the world who needed to live near the San Francisco Conservatory of Music.

She has served on the boards of several public and private institutions, including the San Francisco Conservatory of Music, the Neag School of Education Advisory Board, the Berkshire Hills Music Academy, the Butte Valley, California, Public School Board, and Apple Computer’s National Dealer Advisory Board (she owned and operated an independent Apple dealership for 15 years prior to graduate school). Currently Robin is a trustee of Bridges Academy, a school for twice-exceptional students, as well as on the executive board of the 2e Center for Research and Professional Development.

This past year, Susan Baum and Robin Schader published the 3rd edition of To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, and More (Prufrock Press), as well as a Chapter titled Using a Positive Lens: Engaging Twice-Exceptional Learners in the book edited by Scott Barry Kaufmann,Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties (Oxford Press).

Edward Amend, Psy.D.

Edward R. Amend, Psy.D., (Amend rhymes with Raymond) is a practicing clinical psychologist at Amend Psychological Services, P.S.C., in Lexington, Kentucky. He is licensed in both Kentucky and Ohio. In his practice, Dr. Amend focuses on the social, emotional, and educational needs of gifted and talented youth, adults, and their families. He provides evaluations and therapy, facilitates child and parent discussion groups, and offers consultation and training for school personnel. 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 (2nd edition). 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; President of the Kentucky Association for Gifted Education; Chair for the National Association for Gifted Children Counseling and Guidance Network; and consultant to the Davidson Institute for Talent Development. He speaks locally and nationally on issues related to giftedness.

Dan Peters, Ph.D.

Dan Peters, Ph.D., is a licensed psychologist who has devoted his career to the assessment, consultation and treatment of children, adolescents, and families, specializing in learning differences, anxiety, and issues related to giftedness and twice-exceptionality. He is passionate about helping parents and teachers engage children in the classroom, at home, and in life so that they can realize their full potential. Dr. Peters is co-founder and Executive Director of the Summit Center with offices in the San Francisco Bay Area and Los Angeles, and co-founder of Parent Footprint, an on-line interactive parent training program. He hosts the Parent Footprint Podcast with Dr. Dan, available on iTunes, Stitcher, Libsyn, and elsewhere. He is the author of Make Your Worrier a Warrior: A Guide to Conquering Your Child’s Fears, From Worrier to Warrior: A Guide to Conquering Your Fears, The Warrior Workbook (co-authored with Dr. Lisa Reid and Stephanie Davis), and Raising Creative Kids (co-authored with Dr. Susan Daniels). Dr. Peters blogs regularly for the Huffintong Post and Psychology Today and writes and speaks on topics related to parenting, learning differences, and education.

Lisa Van Gemert, M.Ed.T.

Lisa Van Gemert, M.Ed.T. Using a combination of neuropsychology, pedagogy, experience, humor, technology and sheer fun, Lisa Van Gemert shares best practices in education with audiences around the world. She is an expert consult to television shows including Lifetime’s “Child Genius,” and a writer of award-winning lesson plans, as well as numerous published articles on social psychology and pedagogy and the book, Perfectionism: A Practical Guide to Managing Never Good Enough. A former teacher, school administrator, and Youth & Education Ambassador for Mensa, she shares resources for educators and parents on her website and is co-founder with Ian Byrd of the Gifted Guild, a professional community for educators of the gifted. Lisa and her husband Steve are the parents of three sons and live in Arlington, Texas.

Donna Y. Ford, Ph.D.

Donna Y. Ford, Ph.D., is Professor of Education and Human Development and Cornelius Vanderbilt Endowed Chair at Vanderbilt University. She is the former 2013 Harvie Branscomb Distinguished Professor and former Betts Chair of Education & Human Development. Dr. Ford currently holds a joint appointment in the Department of Special Education and Department of Teaching and Learning. Dr. Ford has been a Professor of Special Education at the Ohio State University, an Associate Professor of Educational Psychology at the University of Virginia, and an Assistant Professor at the University of Kentucky.

Professor Ford earned her Doctor of Philosophy degree in Urban Education (educational psychology) (1991), Masters of Education degree (counseling) (1988), and Bachelor of Arts degree in communications and Spanish (1984) from Cleveland State University.

Professor Ford conducts research primarily in gifted education and multicultural/urban education. Specifically, her work focuses on: (1) the achievement gap; (2) recruiting and retaining culturally different students in gifted education; (3) multicultural curriculum and instruction; (4) culturally competent teacher training and development; (5) African-American identity; and (6) African-American family involvement. She consults with school districts, and educational and legal organizations on such topics as gifted education under-representation and Advanced Placement, multicultural/urban education and counseling, and closing the achievement gap.

Professor Ford has written over 200 articles and book chapters; she has made over 1,000 presentations at professional conferences and organizations, and in school districts.

She is the author/co-author of several books, including Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color (2017); Telling Our Stories: Culturally Different Adults Reflect on Growing Up in Single-Parent Families (2017); R.A.C.E. Mentoring Through Social Media:Black and Hispanic Scholars Share Their Journey in the Academy (2017); Recruiting and Retaining Culturally Different Students in Gifted Education (2013), Reversing Underachievement Among Gifted Black Students (1996, 2010), Multicultural Gifted Education (1999, 2011), Gifted and Advanced Black Students in School: An Anthology of Critical Works (2011). In Search of the Dream: Designing Schools and Classrooms that Work for High Potential Students from Diverse Cultural backgrounds (2004), Diverse Learners with Exceptionalities: Culturally Responsive Teaching in the Inclusive Classroom (2008), and Teaching Culturally Diverse Gifted Students (2005).

Dr. Ford’s work has been recognized by various professional organizations: Research Award from the Shannon Center for Advanced Studies; the Early Career Award and the Career Award from The American Educational Research Association; Senior Scholar Award and Early Scholar Award from The National Association for Gifted Children; the Esteemed Scholarship Award from The National Association of Black Psychologists; the Outstanding Service Award from the Council for Exceptional Children-The Association for the Gifted. She is the Vanderbilt University SEC Faculty Award recipient (2013). Professor Ford is even more proud and humbled by awards received from student organizations (Black Student Alliance Distinguished Faculty Award, and Jimmie Franklin Outstanding Vanderbilt Faculty Award).

Dr. Ford is the co-founder of the Scholar Identity Institute (SII) for Black MalesTM, and creator of The Ford Female Achievement Model of Excellence (FAME). Donna is a two-time board member of the National Association for Gifted Children and has served on numerous editorial boards, such as Gifted Child Quarterly, Exceptional Children, Roeper Review, Journal of Negro Education, Gifted Child Today, and Journal of Educational Psychology. She also reviews for several journals in such disciplines and topics as urban education, the achievement gap, educational psychology, and counseling and development. Professional development includes membership in professional organizations, including the National Association for Gifted Children, Council for Exceptional Children, American Educational Research Association, National Association for Multicultural Education, American Association of Colleges and Teacher Educators, and others.

On a personal note, she is the proud mother of Khyle L. Ford and proud grandmother of Khyle Jr. (KJ) – DYF

Joseph Renzulli, Ed.D.

Dr. Joseph S. Renzulli is a Distinguished Professor of Educational Psychology and director of the Renzulli Center for Creativity, Gifted Education, and Talent Development at the University of Connecticut. His research has focused on creative and investigative learning, talent development, and organizational models for total school improvement. Although the American Psychological Association named Dr. Renzulli among the 25 most influential psychologists in the world, he lists as his proudest accomplishment the numerous innovative applications of his Schoolwide Enrichment Model in schools around the world. He considers himself to be an on-the-ground communicator who always approaches his work from the practical perspectives of teachers. In 2018 Dr. Renzulli was listed as one of the world’s top 30 International Education Professionals.

Sally Reis, Ph.D.

Sally M. Reis recently completed a six-year term as the Vice Provost of Academic Affairs and currently is the Letitia Neag Chair and a Board of Trustees Distinguished Professor in the Neag School of Education at UConn. She was a classroom teacher and administrator in public schools before coming to UConn. She has authored and co-authored more than 250 articles, books, book chapters, monographs and technical reports, and worked generated over 50 million dollars in grants with a UConn research team. Sally has served as the President of the National Association for Gifted Children, has won many awards for her work and research, and is a fellow of the American Psychological Association. She is also the co-director of Confratute, the longest running summer institute in gifted education in the world. Her specialty areas in research include underachievement of high potential students, curriculum compacting and differentiation, talented readers and the Schoolwide Enrichment Model.

Bobbie Gilman, M.S.

Barbara (Bobbie) Jackson Gilman, M.S. is Associate Director of the non-profit Gifted Development Center in Westminster, CO, which specializes in the assessment of gifted children at all levels of giftedness, with and without disabilities, for educational planning and advocacy. She consults with parents about gifted needs, educational programming, assessment, and gifted children with apparent weaknesses, helping to guide parents’ next steps. She participates in research on the gifted and gifted assessment. Bobbie wrote the award-winning Academic Advocacy for Gifted Children: A Parent’s Complete Guide, and Challenging Highly Gifted Learners (for teachers). The new second edition of Academic Advocacy expands parent information about twice exceptionality and acquisition of services for 2e children in schools, including legal clarifications relevant to civil rights issues that arise.

Bobbie co-chairs, with Dan Peters, the National Association for Gifted Children’s assessment special interest group. The group has worked extensively to improve identification of often overlooked 2e children since IDEA 2004. Seventeen members collaborated on the 2013 “Critical Issues in the Identification of Gifted Students with Co-existing Disabilities: The Twice-Exceptional,” and created the NAGC position statement, “Ensuring Gifted Children with Disabilities Receive Appropriate Services: Call for Comprehensive Assessment.” The group researched and created position statements to optimize use of the WISC-IV and V to better identify asynchronous gifted and 2e learners. Bobbie is the 2015 recipient of SENG’s Healthcare Professional of the Year award.

Jonathan Mooney

Jonathan Mooney is a writer and learning activist who did not learn to read until he was 12 years old. He is a graduate of Brown University’s class of 2000 and holds an honors degree in English Literature. Jonathan has spent his entire professional career as a social entrepreneur developing organizations, programs, and initiatives to improve the lives of marginalized groups. In 1997, as an undergraduate at Brown University, Jonathan co-founded Project Eye-To-Eye, a non-profit advocacy organization for students with learning differences. As the founding president and Executive Director, Jonathan grew the organization from an undergraduate project conceived in his dorm room into a national organization, which currently has 38 chapters in 20 states working with over 10,000 parents, educators, and students. Jonathan has also worked extensively to create career and college pathways to move low-income youth and adults out of poverty creating the Los Angeles Energy pathway program; The Urban Teacher Fellowship; and the Promo Pathway, an initiative Vice President Al Gore called “a model for moving at-risk youth into the creative economy.”

With the publication of Learning Outside The Lines (now in its 18th printing) when he was 23, Jonathan has established himself as one of the foremost leaders in the neurodiversity and learning revolution. His second book, The Short Bus: A Journey Beyond Normal was published in the spring of 2007 to outstanding reviews in The New York Times Book Review, The Los Angeles Times, The Chicago Tribune and many other national publications. Both books are considered foundational texts in the disability rights movement, the inclusive education movement, and the learning revolution and are used in undergraduate and graduate program at universities and colleges across the country including Harvard’s Graduate School of Education and Teachers College, Columbia University.

Jonathan’s work has been widely recognized for its innovation and social impact. In 1999, Jonathan was selected as a Harry S. Truman Scholar for Public Service. In 2000, Jonathan was selected as a finalist for the Rhodes Scholarship. In 2002, the LD Access Foundation recognized his work for students with disabilities with the Golden Advocacy award. Previous honorees include David Boies, Judith Rodin, former President of The University of Pennsylvania, and former New Jersey Governor Thomas H. Kean; and In 2008 Jonathan’s social impact work was recognized by the Lab School of Washington where he shared the stage with the Vice President of the United States, Joseph Biden.

Jonathan is a highly sought after speaker on neurodiversity, education reform, the learning revolution, and creating college and career pathways for at risk youth. He has lectured in 43 states and three countries. He has been featured and quoted in/on The New York Times, The Los Angeles Times, The Chicago Tribune, USA Today, HBO, NPR, ABC News, New York Magazine, The Washington Post, and The Boston Globe.



FlexSchool is the learning community for gifted and twice-exceptional students. FlexSchool is specifically and thoughtfully designed for students who are dyslexic, dysgraphic, ADHD, gifted, highly gifted, profoundly gifted or belong to the neurodivergent community for a reason not listed here and traditional school environments have not been a good fit. FlexSchool believes in embracing different because different is not broken. Different is beautiful. We offer rolling admissions because we understand school fit issues don’t often conveniently line up with application season. FlexSchool's team of highly trained experts work with students to create a plan that removes barriers to their learning and allows them to soar. Teachers receive ongoing professional development throughout the year and each campus has learning specialists who work with students and teachers to make the classroom less frustrating. One on one courses are also available for classes that are not regularly offered or for students who require more assistance. FlexSchool serves grades 5-12 and post-graduate. Our campus locations are: Cloud Classroom (live online learning, Berkeley Heights, NJ, New Haven, CT, Rockville, MD, Bergen County, NJ (opening early 2019), Westchester County, NY (opening fall 2019).

Where Others See Disabilities, McLean Sees Gifts. McLean School transforms lives. Our small classes and Abilities Model™ prepare bright students K-12 including those with dyslexia, anxiety, attention and organizational issues for college success. Help Your Child Discover Their Strengths.

In response to a growing need for knowledge and expertise, a new institution has been born: the Bridges Graduate School of Cognitive Diversity in Education. Licensed to operate in the State of California, this graduate school embraces the philosophy of celebrating human cognitive diversity and the belief that education should be strength-based and talent-focused. We offer a Master's and a Doctorate in cognitive diversity and a certificate in twice-exceptional education.

The Renzulli Center for Creativity, Gifted Education, and Talent Development at the University of Connecticut reflects a long history of commitment to research, professional development, on campus and online graduate programs, and on-site consultation services. Our programs include outreach and enrichment opportunities for learners of all ages, notably Confratute as a premier professional development opportunity for educators. Led by several eminent faculty members, our Center focuses on both scholarly and practical contributions to the field.

Renzulli Learning provides an interactive, online, personalized learning environment for students, resulting in increased engagement and higher academic performance. Renzulli Learning is based on more than four decades of research from University of Connecticut professors Dr. Joseph Renzulli and Dr. Sally Reis, leaders in the field of talent development, enrichment, differentiated instruction and curriculum, and gifted and talented education.

Fusion Academy is an accredited private middle and high school where students and their families have a life-changing educational experience. Through our love, motivate, teach model, we engage and empower our students in a personalized environment to create academically, socially, and emotionally confident human beings; inspired and ready to engage with the world.

John Dewey Academy is a 30 bed, co-ed therapeutic boarding school located in the historic town of Great Barrington, MA.It hasa unique specialization in working with "Twice Exceptional" students. It has an unrivaled academic program with PhD level instruction, 100% college placement, and PhD level therapists. Length of stay is a minimum of 15 month and college process and placement is the outcome goal for all students. Psychiatric support is available. Tours are offered weekly.

The Siena School, proudly celebrating its 13th school year, was recently named as Washington FAMILY Magazine's best special needs school three years in a row. Siena is a co-ed day school serving bright college bound students in grades 4-12 with mild to moderate language-based learning differences. Siena offers multi-sensory instruction for students with language-based learning differences to help them thrive academically and prepare for mainstream college programs. Join us for a Wednesday tour at 9:30am.

We have been successfully accommodating the complex learning needs of Gifted, Twice Exceptional young minds for more than 13 years. Our college prep curriculum, for grades 6-12, is based on the Edluministic Learning Method developed by Conservatory Prep founder Dr. Wendy Hirsch Weiner. The method integrates performing and visual arts, and problem-based learning as the core of its teaching strategy. Students are coached on SAT/ACT and college entrance requirements to ready them for the rigors of higher learning and successful college careers.


We are a team of seasoned psychologists and psychotherapists who strive to provide the highest quality of client care through tailored interventions to promote healing, growth, and change. We work with indiviudals ranging from very young children through advanced age. Our clinicians have a variety of specialty areas, including 2e specialists. Our offices are professional and welcoming, but online sessions are also available. We have convenient daytime, evening, and weekend appointments available. We are an in network provider with BlueCross BlueShield, Cigna, and TriCare. We also provide services in a variety of languages, including English, Spanish, Russian, and Korean. We pride ourselves on providing research-informed inclusive and clinical care.

Please feel free to contact us with questions about the serivces we offer.

Amend Psychological Services provides comprehensive psychological services including assessment and evaluation, consultations, counseling, and therapy for children, adolescents, and their families.

Summit Center provides educational and psychological assessments, consultations, and treatment for children, their parents, and families. We specialize in gifted and twice-exceptional (2e) individuals and families. We use a strength-based approach to find your child’s natural abilities and assets while also identifying and understanding your child’s weaknesses and challenges. Our team of experienced professionals frequently collaborate, capitalizing on the skills of multiple experts to best support your child’s complex needs. Summit Center was founded by licensed psychologist, author, and Parent Footprint podcast host Dr. Dan Peters (a 2 Days of 2e presenter), together with Dr. Susan Daniels. Offices are located in Northern California (Walnut Creek, Burlingame, Cupertino, and Corte Madera) and Southern California (Torrance). Please visit our website for more details on Summit Center and our services at

Combining high-tech, state-of-the-art equipment with innovative approaches to exercise, Fitness for Health helps people of all ages and abilities enjoy the benefits of physical activity while having fun at the same time through therapeutic exercise, occupational therapy, and physical therapy. Our goals are that our clients are engaged, inspired, and having fun while working to improve their motor capabilities and, in turn, improving their self-confidence and self-esteem.

Gifted Development Center (GDC) is a subsidiary of the nonprofit Institute for the Study of Advanced Development (ISAD). Now in its 40th year, GDC has worked with more than 6,500 families of gifted and 2e learners. We are internationally recognized experts in identifying giftedness, even when masked by learning challenges. ISAD is the research center responsible for orchestrating the research on extended norms for the Wechsler scales, as well as creating instruments to assess overexcitabilities. ISAD produces the only journal on adult giftedness, Advanced Development, which contains many excellent articles by 2e adults. Dr. Linda Silverman, founder and director, holds a Ph.D. in special education and educational psychology from the University of Southern California, as well as a license in clinical and counseling psychology. She developed the construct of the visual-spatial learner and wrote the book, Upside-Down Brilliance: The Visual-Spatial Learner. Bobbie Gilman, Associate Director, spearheads the development of national policies for 2e learners, including the recent NAGC position statement on use of the WISC-V to identify twice exceptional learners. Redefining giftedness as asynchronous development, we have contributed many publications that have changed the lives of gifted and twice exceptional children worldwide. We provide parents with a roadmap to guide their children’s future.

Charisma™ is a virtual learning platform to help youth ages 8 to 18 navigate social situations in the real world. Clinicians, game developers, and cognitive neuroscientists at the Brain Performance Institute at The University of Texas at Dallas have created an innovative way to provide guidance and individualized support which equips individuals with evidence-based strategies. Our twice-exceptional learners practice social communication, cognition and control in an online environment guided by social coaches specifically trained in Charisma™ for Youth Social Learning Program. This program provides an evidence-based approach for measuring, coaching and maximizing the social potential of youth. Now enrolling nationwide!

I am honored to serve children, adolescents, families, couples, and adults from multicultural backgrounds and within a multi-systemic framework. My services include individual, couples, family, child play, and group therapy, as well as psychological assessments.

Currently I am a supervising clinical psychologist in private practice in California and Colorado. I also serve as Director of Training and Research at the Summit Center within the San Francisco Bay/LA area, Co-Founder/Director of 2e Assessment and Research at FlexSchool, and adjunct professor with the University of Denver.

Cynthia Z. Hansen, M.Ed.,ET/P, is an AET Educational Therapist/Professional in private practice specializing in gifted, twice-exceptional, and creative individuals with executive function delays, ADHD, dyslexia, and unique learning profiles. A California credentialed educator for over 35 years, Cindy was initiated into the world of gifted education by her two twice-exceptional boys, who became her guideposts throughout her post-graduate studies. She provides collaborative, flexible, personalized services online and in person. In addition to her educational mentoring, Cindy is a SENG Model Parent Group facilitator, consults with public and private schools, and she is a nationally recognized speaker on issues facing gifted and twice-exceptional children and their parents. A former Drama teacher and amateur artist, Cindy enjoys offering classes that bring together students and families in the gifted community surrounding Ventura County, CA.



With Understanding Comes Calm, LLC provides compassionate guidance and durable strategies for the 2e community. Julie Skolnick, M.A., J.D., founder, is passionate about empowering parents and educators to bring out the best and raise self esteem in their twice exceptional children and students. We meet one-on-one around the world in person or via video conference to support, guide and mentor parents, educators, 2e adults, and clinicians. Ms. Skolnick is a frequent speaker and prolific writer who feels honored to make an impact on her clients and audiences.

Since 2006 Seed Starter Educational Consulting founder Heidi Molbak has helped families from around the United States and overseas find appropriate educational options for their gifted and twice-exceptional children. Heidi specializes in working closely with boarding schools and therapeutic schools and programs that support gifted and 2e students. She is a frequent presenter at national conferences on the education, social- emotional and treatment needs of gifted and twice-exceptional children. Her family's gifted schooling story includes supporting three sons through sixteen schools in seven states and three countries as well as running her own small school from home including independent day and boarding schools, home school, online schools, the self-directed Beach High School, public magnet and public charter foreign-language immersion schools and a one- room, multi- age school. In 2016, Heidi co-founded FlexSchool, a growing national network of accredited learning communities for gifted and 2E middle and high school students. Heidi served as opening Head of School at FlexSchool New Haven as well as Head of Admission and Outreach. In June 2018, she returned full-time to Seed Starter. She holds an M.S. in Clinical Mental Health Counseling from Loyola University New Orleans and an A.B. in English from Stanford University. She is the recipient of the Regina Matthews Oehmig Award for Excellence in Counseling. Heidi is a Certified Educational Planner (CEP) and a National Certified Counselor (NCC). She is a member of the Independent Educational Consultants Association (IECA Professional Member); Enrollment Management Association (formerly SSATB); and National Association of Therapeutic Schools and Programs (NATSAP). Seed Starter is an SSAT test center.

Using a combination of neuropsychology, pedagogy, experience, humor, technology and sheer fun, Lisa Van Gemert shares best practices in education with audiences around the world. She is an expert consult to television shows including Lifetime’s “Child Genius,” and a writer of award-winning lesson plans, as well as numerous published articles on social psychology and pedagogy and the book, Perfectionism: A Practical Guide to Managing Never Good Enough. A former teacher, school administrator, and Youth & Education Ambassador for Mensa, she shares resources for educators and parents on her website and is co-founder with Ian Byrd of the Gifted Guild, a professional community for educators of the gifted. Lisa and her husband Steve are the parents of three sons and live in Arlington, Texas.

Jonathan Mooney is a prolific writer and speaker who travels around the world teaching and talking about neurodiversity.

The 2e Center is a first-of-its-kind multi-disciplinary hub where professionals, scholars, and practitioners combine expertise to enhance understanding of the growing population of 2e students. With the unique opportunities afforded by working with a lab school, the Center can encourage and undertake much-needed research, provide courses and workshops for educators and parents, and share resources about the best practices that serve this cognitively diverse, at-risk population.

The primary goals of the Center are to create awareness, offer professional development, provide outreach, and generate projects that will improve services for the special population of children known as twice exceptional (2e). The 2e Center operates within a positive psychology framework, emphasizing that more is to be gained from understanding and acknowledging what a child can do than from focusing on deficits and problems –– an approach all-too-common in many schools."

Welcome to Multicultural Gifted Education. Where expectations, empowerment, excellence and equity combat gaps in achievement and opportunity. Professor Donna Y. Ford has consulted with hundreds of schools, districts, and organizations and conducted over 1,000 presentations and workshops.

Weinfeld Education Group provides advocacy for 2E students in the greater Washington DC area and throughout the United States, ensuring that they have appropriate school placements and services to address both their gifts and areas of challenge. Rich Weinfeld, WEG’s director and founder, provides training and consulting to schools and parent groups based on his best-selling book, “Smart Kids with Learning Difficulties.” WEG’s annual Diamonds in the Rough Conference will bring together 2E experts and families for two days of networking and training on April 12-13, 2019. Visit to learn more.

Guiding Bright partners with parents to provide lifelong strategies for helping gifted children to manage their unique challenges so they can access their full potential.


NAGC's mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. We aim to help parents and families, K-12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.

SENG’s mission is to empower families and communities to guide gifted and talented individuals to reach their goals: intellectually, physically, emotionally, socially, and spiritually. For 40 years, SENG has envisioned a world where gifted, talented and creative individuals are supported to build gratifying, meaningful lives and contribute to the well-being of others. To this end, SENG reaches out to diverse communities that share our mission across the nation and the globe.

Twice Exceptional Children’s Advocacy, Inc. (TECA) was founded in 2003 by a group of parents seeking to identify, support and unite twice exceptional (2e) students and their families. At TECA, we believe that 2e students and their families deserve to have a community that understands and supports them. We believe that every 2e child deserves a rich academic experience AND the educational, social and emotional supports they need to flourish. And we believe that parents of 2e children should be able to work collaboratively with their child’s school to develop an appropriate education plan for their child. TECA’s mission is to help parents understand what twice exceptionality is and help them identify whether their children are 2e. We assist parents in finding and advocating for the education and resources their children require. TECA provides a strong, vibrant, accepting community for 2e children and their families. We seek to provide parents, educators and professional care providers with research-based information to help them understand and provide appropriate interventions for the social, emotional and academic support of twice exceptional students. We hope you will join us!

Hoagies' Gifted, Inc's mission is to support gifted children, their families, and the professionals and organizations that work with them in United States and around the world. Hoagies' Gifted is a U.S. 501(c)3 non-profit.

The WCGTC’s mission is to focus world attention on gifted and talented children and ensure the realization of their valuable potential to the benefit of humankind. Founded in 1976, the WCGTC is a diverse, non-profit organization networking the globe with an active membership of educators, scholars, researchers, parents, psychologists, and others interested in the development and education of gifted and talented children of all ages. Members come from more than 40 countries and contribute to the World Gifted newsletter, the Gifted and Talented International journal, and the World Conference that is held every two years. The 2019 World Conference will be held July 24 – 28 in Nashville, Tennessee with an expected attendance of 600 participants from 35 countries.

California Association for the Gifted believes that diverse gifted and advanced learners should be learning something new every day in a supportive and challenging educational environment. Founded in 1961, CAG is an organization of educators, parents, and community members who believe that giftedness is defined by diverse academic, social, and emotional traits and abilities. We also believe that giftedness can be found within the preschool through twelfth-grade diverse student populations in California’s schools. By focusing on the gifts, talents, and potential of students, CAG’s philosophy and practices enrich the education of all students. our 57th Annual California Association for the Gifted Conference on February 22-24, 2019 in Palm Springs. Our conference will focus on equity, access, and diverse gifted learners. There will be a dedicated strand on twice-exceptional students as well as strands tailored to classroom practitioners, district administrators, and parents. For more information, please reference the Conference At-a-Glance document.


Slated for 2020 completion, THE G WORD is a feature documentary, currently in production, directed and produced by Marc Smolowitz and produced by Ron Turiello. The film aims to be the most comprehensive film to date on giftedness, intelligence, and diverse learners. At the heart of The G Word will be questions of race, gender, class, sexuality, geography, and identity, especially as they relate to education access and overall policy. A key question driving our inquiry is -- Who gets to be Gifted in America and Why? The film captures stories across a range topics -- including prisons, 2e, the brain science, new ideas around what constitutes intelligence in the 21st century, and more. The film will also look at the history of giftedness and gifted media portrayal, never shying away from the darker, more difficult sides of gifted experience across the entire lifecycle. The film looks at all kinds of school settings, aiming for a film that can changes hearts and minds, has a great impact on all 50 states, and connects with a large national audience.

Marc Smolowitz is a director, producer and executive producer who has been significantly involved in 50+ successful independent films wearing many hats across the film and entertainment business. The combined footprint of his works has touched 200+ film festivals and markets on 5 continents, yielding substantial worldwide sales to theatrical, television and VOD outlets, notable box office receipts, and numerous awards and nominations. His long list of credits includes films that have screened at top-tier festivals such as Sundance, Berlinale, AFI Docs, IDFA, DOC NYC, CPH: DOX, Tokyo, Melbourne, Viennale, Krakow, Jerusalem, among others. In 2009, Marc founded 13TH GEN, a San Francisco-based film company that works with a dynamic range of independent film partners to oversee the financing, production, post-production, marketing, sales, and distribution efforts of a vibrant portfolio of films and filmmakers. The company has successfully advanced his career-long focus on powerful social issue films and filmmaking across all genres. In 2016, he received one of the prestigious IFP Fellowships to attend the Cannes Film Festival’s Producers Network and Marche du Film marking him as one of USA’s most influential independent film producers. In 2018, he is currently in production on two feature documentaries as a director/producer — THE G WORD, a film about giftedness, intelligence and neurodiversity, slated for 2020 completion, and THE LONELY CHILD, a film about the unexpected present day footprint of a little-known Yiddish lullaby that was written inside the Vilna Ghetto during the Holocaust. The latter has been developed, in part, through the Jewish Film Institute’s Filmmaker in Residence programs in San Francisco. Learn more about Marc's work and 13th Gen at

Ron Turiello is the father of two profoundly gifted children. This film evolved out of him wanting to share the story of how and why he banded with other parents to save their kids’ school for gifted children when it faced insolvency. Ron graduated from public school gifted programs, Boston University, and Cornell Law School. He is active in education reform efforts, and has served on boards of nonprofits including ScholarMatch, New Leaders for New Schools Bay Area chapter, and Helios New School, and as the Event Director for the Profoundly Gifted Retreat.
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2e News Online  is a print and online publication that provides information, research, and perspectives to promote understanding of neurodiversity and twice-exceptional education. Our mission is to foster and maintain a fruitful conversation among educators, parents, researchers, and other professionals to improve the lives of gifted students with learning differences. Founded in 2003 as the “Twice-Exceptional Newsletter,” 2e News Online covers a broad range of topics from talent enrichment and classroom support to social issues, psychological development, and parenting. We welcome contributions from writers with experience and insights about twice-exceptional and neurodiverse populations. For information about subscriptions or editorial inquiries, send an email to, or visit


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