2 Days of 2e virtual conference is for parents, educators, and clinicians, to learn how to best reach and teach 2e learners (gifted with a learning difference). 12 renowned experts and thought leaders discuss topics from emotion regulation, social thinking, and trauma to learning styles, classroom regulation, and teaching strategies. 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 29-30
     • Build community and share ideas in our Parent, Teacher and Clinician Discussion Forums
     • Learn about resources in our Exhibitor Hall

2 Days of 2e launches October 29-30, 2019, and since it’s virtual - remains available on-demand through April 2020.

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.

Contact Hours from UCONN

The schedule reveals the maximum number of contact hours (12). 2 Days of 2e will track hours watched and will submit the report to UCONN on your behalf approximately once per month. You will receive a certificate from UCONN reflecting the amount of hours watched.

Professional Development Credits for Maryland Educators

The State Of MARYLAND has approved 2 Days of 2e for its educators. Just choose this option when you register and your session hours will be tracked and you will receive a quiz per session to qualify for credits. If you would like us to apply to your state for PD credits please contact Steve Wynkoop at Steve@WithUnderstandingComesCalm.com

Approved Vendor Status: 

2 Days of 2e received approved vendor status in Prince George’s County, Maryland. Educators in PG county can apply for funding to attend 2 Days of 2e. If you would like us to apply for approved vendor status in your county please contact Steve Wynkoop, Steve@WithUnderstandingComesCalm.com

All participants will receive a certificate of attendance from With Understanding Comes Calm, LLC, creator of this event.

Exhibitor Hall

Our virtual Exhibitor Hall, open from October 29, 2019 through April 2020 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, Educators and Clinicians build community in our three 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 29 and remain open through April 2020.

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 29-30!

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.


All times are Eastern Time Printable Schedule || Times, presenters and sessions are subject to change.

10/29/2019 11:00 AM


Opening Keynote: Understanding and Addressing Emotion Regulation in 2e Children

Julie  Skolnick, M.A., J.D.
Emotion regulation is often a challenge for twice exceptional children. Grappling with intensities (overexcitabilities), a strong sense of justice, frequently challenged with output and frustrated by a lack of social nuance, our 2e children can act out in ways that seem out of sync for what is frustrating them at a particular moment. It is imperative to understand what lies behind behavior and to consider that seemingly severe responses may be triggered by environments where they feel repeatedly misunderstood.

Before we can help our 2e children “manage” their emotions, we must work with them on the process of cognitive reappraisal and loving themselves. In order to help them “control” their emotions, we must first hold their emotions with them, let go of our impulse to solve problems or discipline behavior. Feeling understood and having feelings honored will allow our 2e children to accept help in recognizing cognitive distortions, crafting appropriate ways of expressing feelings, and taking risks in trusting peers and adults around them. Once we gain their trust, we can set up expectations and allow natural consequences to occur.

10/29/2019 12:30 PM


Gifted Physiology: How OE’s and Gifted Differences are Better Understood by Taking a Whole Body Approach

Joanna  Haase, Ph.D., MFT
Historically, research in giftedness, psychology, neurology intelligence, and every other area of the body has been done without much, if any, crossover between the disciplines. When education, social, and environmental factors are layered in, it becomes even less likely that the disciplines will cross-reference. Like the parable of the blind men and the elephant, we are unable to understand the physiology of giftedness accurately unless we integrate findings from different disciplines and look at the entire picture, rather than only one or two small areas. This talk will look at the gifted experience, including OE’s, psycho-social issues, and other attributes of giftedness, and tie them to physiological research and theories that better explain the gifted experience. Gifted people are wired differently; when we look at the big picture, it all starts to make a lot of sense!


2:00 PM
3:08 PM


Finding Balance: Teaching 2e Students to be Self-Regulated

Dr. Richard M.  Cash, Ed.D.
As parents and educators, we know what we want for our students. We want them to seek out challenges, ask for help, resist distraction, and see mistakes as chances to try again. In other words, we want kids to be self-regulated learners. Self-regulation for learning (SRL) is the ability to effectively balance the ABCs of Affect (how you feel), Behaviors (what you do), and Cognition (how to think) to pursue worthy academic goals. For 2e students, they may feel “out-of-balance” when they know they have the cognitive abilities to do what is being asked but may not be able to manage the behaviors or skills required to reach the goal, thus causing their self-beliefs to drop. Teaching students to balance these three elements builds motivation, resilience, and college and career readiness. In this session, learn doable, evidence-based practices to help 2e students engage in learning, build confidence, and reflect on their learning. Discover how home and school can work together to assist students in gaining greater social/emotional well-being, developing scholarly behaviors, and acquiring valuable thinking tools to be successful in school and beyond.


3:30 PM
4:40 PM


Understanding and Managing Asynchronous Development

Paul  Beljan,Psy.D., ABPdN, ABN
Gifted children displaying asynchronous development (AD) are at risk for misdiagnosis. AD is best understood in the context of executive functioning (EF). The presenter will review the neuropsychological basics of AD and EF, how they cause some children to express affective dysregulation and meltdowns. AD may not respond to traditional forms of behavior management and the presenter will teach a highly successful intervention approach that is based in the neuropsychology of AD and executive functioning to manage, not fix, the problem.

This session focuses on the brain basics of executive functioning and asynchronous development (AD). Many features of AD are indistinguishable from executive function deficit, often termed ADHD, but the origin of each issue is very different. Unless the origins of these issues are understood, the gifted child is at high risk for misdiagnosis and subsequent inappropriate intervention. A negative outcome of AD can be expressed as affective dysregulation (emotional meltdowns) and tantrum behavior. Gifted children who display AD behaviors may not respond to traditional forms of behavior management.

The presenter will also teach an intervention approach that is based in the neuropsychology of AD and executive functioning. The intervention equips the child with appropriate decision making by maintaining cognitive control over sub-cortically produced affective stimulus. Behavioral intervention concepts include: Priming, Previewing, Pre-empting, Disengagement, and Re-engagement. Practical explanations for imposing structure, consistency, and routine also will be discussed.


5:00 PM
6:15 PM


Supporting the Success of Culturally Diverse 2E Students

Renae D.  Mayes, PhD, NCC
Imagine being a very bright student who may frequently tune out in the classroom and then sometimes be very outspoken and respond to instruction by giving very detailed answers. Now imagine that this same student has been denigrated by teachers and overlooked for his brilliance and only noticed for his errant behaviors. Imagine now that this student is Black male attending a Title I school where teachers focus mainly on teaching students who have difficulty with instruction. Tuning out may be a coping mechanism for this student learned over the years so he doesn't get into trouble. But it may also be an indication of a special need that has been overlooked. Twice exceptional students who may be from racially diverse groups are subject to misdiagnosis, being targeted for behavior problems, and are underserved in gifted programs nationwide. This session will focus on the unique challenges of culturally diverse 2E students, issues and recommendations for teachers and parents.


6:30 PM
7:41 PM


Using Visual Metaphor to Teach 2e Learners

Don  Ambrose, PhD
Many of the greatest scientists and inventors used visual-metaphorical thought processes to come up with their groundbreaking ideas. Producing visual metaphors is a creative thinking strategy that helps 2e students discover and strengthen their hidden intellectual abilities. 2e students who learn to create and interpret visual metaphors will strengthen the already powerful artistic dimensions of their minds while making it much easier to overcome their academic difficulties. In this session, we’ll look at how 2e learners can use visual metaphor to capture and synthesize large amounts of academic content while committing it to long-term memory. We’ll contemplate the step-by-step process for creating visual metaphors while looking at an array of examples of powerful metaphorical images that illustrate the nature of creative intelligence.


11:00 AM
12:08 PM


Creating a Secure World for 2e Kids

Deborah  Reber, M.A.
Many twice-exceptional children experience stress and anxiety as a regular part of their day, the result of things like sensory information overload, being misunderstood by teachers and peers, getting feedback from others that there is something wrong with how they think or who they inherently are. These children are in an ongoing state of protecting themselves from the emotional and physical input they’re flooded with by living in an intense world. It’s critical that we address this, because when they’re in a stress response, children struggle to regulate emotions, aren’t effective learners, and are unable to take the kind of risks necessary for healthy growth. In this talk, we’ll look at how we can create a secure world for 2e kids so they are best positioned and available for social/emotional learning, personal growth and self-awareness and, ultimately, developing the skills and tools they need to eventually launch.


12:30 PM
1:20 PM


Non-Linear Thinkers in a Linear World

Josh  Shaine
People often speak about non-linear thinkers as if there were only two types of thinkers in the world: Linear and Non-linear. We will explore some of the various types of non-linear thinkers, and then dive into what their needs are, their strengths and weaknesses, and how to recognize and avoid common pitfalls. It seems that the further out the bell curve a person is, the more likely she or he is to be one of the on-linears – and that doesn’t even begin to account for the vast percentage of non-linear thinkers wo don’t deal well with the most common tests! So, if you are raising one, married to one, teaching one, or are one yourself, join us!


2:00 PM
3:25 PM


Gifted at Work: Different Profiles, Different Challenges

Femke  Hovinga, M.A.
Giftedness comes in many ways, also on the workfloor. Two Dutch gifted experts saw the challenges gifted employees faced and decided to take action. Mid 2018 their recruitment agency for gifted adults started. Rather than looking at educational background and CV, they started looking for talent, skills and potential. During this session, Femke Hovinga will share more about work and giftedness from theoretical and practical perspectives. We will speak about the most heard preconceptions, challenges for gifted people at work and how to find the best suitable workplace for gifted adults. This session is suitable for gifted adults and those working with them.


3:30 PM
4:33 PM


Uncovering the Social Mind of Tweens & Teens

Maria  Johnson, M.A. CCC-SLP
What does it mean to be socially smart? Brain science in recent years has revealed much about how adolescence is a time of significant brain change, but how does that transformation impact social development, especially for asynchronous populations? In our current age of "academic overload", it has become particularly important to be strategic in the ways we engage socially, with a keen eye to better understand how youth think and reason through life's most challenging interpersonal situations. In this talk, Maria will discuss her latest research on social learning styles, and illuminate a specific profile, The Hypervigilant Social Mind, unique to twice-exceptional tweens and teens. She will offer parents and professionals an inside look into Socially Smart: A Wheel of Social Learning as well as actionable tips and tools to take into the home, classroom, or clinic to boost social brainpower!


5:00 PM
6:25 PM


Looking at 2e Through a Developmental Trauma Lens

Greg  Burnham, M.S., LMFT
In this session we will explore some of the practical ways that growing up 2e is a developmental trauma. It is something that we know instinctually as people but often do not give the appropriate attention to. We have the tendency to brush over the internal world and focus on the behavior that is either amazing or needs to change. This will allow us to then explore strategies for working from this lens. This will open us up to also exploring some of the protective factors we need to be aware of and potentially build in to the lives of 2e students and their families. We will also explore how the family is also potentially experiencing a trauma in the raising and living with a 2e student. Then what the family can do to acknowledge and work through their own traumatic experience in order to be more present to all members of the family. And lastly we will take a look at some of the pitfalls and problems with this lens and how to navigate them.


6:30 PM
7:51 PM


Closing Keynote: Beyond Classification

LeDerick R.  Horne
LeDerick Horne, entrepreneur and performance poet with a learning disability who has worked as an advocate on the national, state, and local level, provides a unique perspective on our school system and issues related to creating a more equitable society for people with disabilities. In this informative and entertaining Closing Keynote, LeDerick provides strategies for increasing the academic performance, self-determination, and self-advocacy skills of students with and without disabilities. Get ready for an emotionally stirring talk filled with moving verses, funny stories, and empowering information that will prepare the audience to challenge stereotypes and support the needs of people with disabilities.


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.

Don Ambrose, PhD

Don Ambrose, PhD, is professor of graduate education at Rider University in Lawrenceville, New Jersey, and editor of the Roeper Review. He serves on the editorial boards of most of the major journals in the field of gifted education and for several book series. He has initiated and led numerous interdisciplinary scholarly projects involving eminent researchers and theorists from gifted education, general education, creativity studies, cognitive science, ethical philosophy, psychology, political science, economics, law, history, sociology, theoretical physics, and critical thinking. Some of his recent books include Conceptions of Giftedness (forthcoming, with Robert J. Sternberg); Creative Intelligence in the 21st Century: Grappling with Enormous Problems and Huge Opportunities (with Robert J. Sternberg); Giftedness and Talent in the 21st Century: Adapting to the Turbulence of Globalization (with Robert J. Sternberg); How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking (with Robert J. Sternberg); Confronting Dogmatism in Gifted Education (with Robert J. Sternberg and Bharath Sriraman); Expanding Visions of Creative Intelligence: An Interdisciplinary Exploration; Morality, Ethics, and Gifted Minds (with Tracy L. Cross); The Roeper School: A Model for Holistic Development of High Ability (with Bharath Sriraman and Tracy L. Cross); and A Critique of Creativity and Complexity: Deconstructing Clichés (with Bharath Sriraman and Kathleen Pierce). He also invents new creative and critical thinking strategies based on concepts discovered in multiple academic disciplines and professional fields. Don has received international, national, and regional awards for distinguished scholarship from the NAGC; the NJAGC; the ICIE; the Routledge/Taylor & Francis Educational Expert Panel; and the American Creativity Association; among others. He has done invited keynote presentations throughout the world.

Paul Beljan,Psy.D., ABPdN, ABN

Dr. Paul Beljan is a Scottsdale, Arizona pediatric neuropsychologist in private practice. Dr. Beljan served at the Governor’s pleasure on the Arizona Board of Psychological Examiners. He completed two Post-Doctoral Fellowship programs specializing in Pediatric (Medical) Psychology and Pediatric Neuropsychology. He holds child and adult diplomate certifications with the American Board of Pediatric Neuropsychology (ABPdN) and the American Board of Professional Neuropsychology (ABN). Dr. Beljan is a past president of the American Board of Pediatric Neuropsychology (ABPdN). In 2016, Dr. Beljan completed a post-doctoral master’s degree in psychopharmachology from New Mexico State University. Dr. Beljan’s professional focus is on Gifted Intelligence, Alcohol/Drug Related Neurodevelopmental Deficit (A/DRND), Learning Disorders, Traumatic Brain Injury, Physical and Emotional Trauma, and Attention and Executive Functioning Deficit and associated interventions. His past hospital based work in pediatric psychology and pediatric neuropsychology included assessment, pain management and trauma recovery with children suffering from burns, cancer, sickle cell anemia, juvenile rheumatoid arthritis, lupus, cerebral palsy, cleft palate, Alcohol/Drug Related Neurodevelopmental Deficit (A/DRND), traumatic brain injury, attention deficit hyperactivity disorder, and learning disorders. He also evaluated hundreds of infants in neonatal clinics.

Dr. Beljan is an expert in evaluating and understanding gifted children and their common misdiagnoses. He is a co-author of the book: Misdiagnosis and Dual Diagnosis of Gifted Children and Adults and Large Scale Brain Systems and Neuropsychological Assessment. The Misdiagnosis book is a Legacy Book Award Winner, ForeWord Magazine Book of the Year Award Winner, and Arizona Book Award Winner. Dr. Beljan also has authored several chapters and articles in various publications.

Greg Burnham, M.S., LMFT

Greg has worked as a therapist for the last 20 years with adolescents in a variety of settings. He has worked as a primary therapist and as a clinical director in residential treatment, community mental health, and wilderness treatment. His current specialty is working with a neurodiverse population. He has the privilege of watching young people who have been in pain and are not able to navigate complex emotions in effective ways find a clear path to begin healing. He works with more severe acting out 2e individuals. They are the amazing students who can’t stay in even nontraditional settings due to their level of dysregulation and acting out/escape style ways of dealing with their inner turmoil.

Greg regularly speaks at conference on topics related to the 2e population. He feels driven to challenge the status quo and standard methods of intervening with young people. He also believes in the sharing of ideas in ways that everyone can relate to and understand. He finds the science fascinating and loves making that information practical.

He believes in living a life of emotional growth and physical challenge without sacrificing relaxation and enjoyment. He is fond of saying that ”it is a thousand times easier to be a therapist than to be a parent” and “if imperfect parenting caused the level of acting out to require wilderness therapy then… all children on the planet would require it.” His desire is that we don’t judge each other and that we don’t excuse our influence on our children either.

Dr. Richard M. Cash, Ed.D.

Dr. Richard M. Cash is an award-winning educator and who has worked in the field of education for more than 30 years. His range of experience includes teaching, curriculum coordination, and program administration. Currently, he is an internationally recognized education consultant (www.nrich.consulting). His consulting work has taken him throughout the United States, as well as into Canada, The Czech Republic, China, Cyprus, England, Indonesia, Kuwait, Mexico, Poland, Qatar, Saudi Arabia, Singapore, Spain, South Korea, and Turkey.

Richard received his doctorate in Educational Leadership and a Master’s Degree in Curriculum and Instruction from the University of St. Thomas in Minneapolis, MN. Along with his Bachelor’s degree in Education from the University of Minnesota, Minneapolis, Richard holds a Bachelor’s degree in Theater from the University of Wisconsin, Eau Claire. For over 10 years, he co-directed a children’s theater company in Minnesota, and co-authored 4 award winning children’s plays. He was recipient of the National Association for Gifted Children’s Early Leader Award (2011), recognizing his leadership in programing for gifted children. Richard was also named the “Friend of the Gifted, 2016” by the Minnesota Educators of the Gifted and Talented.

His areas of expertise are educational programming, rigorous and challenging curriculum design, differentiated instruction, 21st century skills, brain-compatible classrooms, gifted & talented education, and self-regulated learning. Dr. Cash authored the books Advancing Differentiation: Thinking and Learning for the 21st Century, (2011, Revision & Update 2017), a finalist for the Association for Educational Publishers Distinguished Achievement Award (2011) and winner of The Legacy Book® Award for Outstanding Educators Publication (2017); Differentiation for Gifted Learners: Going Beyond the Basics (2014) (co-author Diane Heacox), winner of The Legacy Book® Award for Outstanding Educators Publication (2014); and Self-Regulation in the Classroom: Helping Students Learn How to Learn (2016). All books are published by Free Spirit Publishing, Inc. (www.freespirit.com).

Richard lives in Minneapolis, Minnesota, USA.

Joanna Haase, Ph.D., MFT

Joanna Haase, Ph.D., MFT is a private practice psychotherapist whose specialty is working with the gifted population. As a mother of two 2e children and a therapist who works with 100’s of gifted individuals and families, Dr. Haase is passionate about creating a whole person approach to understanding and treating this population. Dr. Haase co-founded Gifted Research and Outreach, a non-profit organization promoting a comprehensive and accurate understanding of giftedness through research and outreach. A frequent presenter at local, state, and national conferences, Dr. Haase’s areas of expertise include, giftedness, anxiety, depression, and eating disorders in highly and profoundly gifted individuals.

LeDerick R. Horne

Diagnosed with a learning disability in the third grade, LeDerick Horne defies any and all labels. He’s a dynamic spoken-word poet. A tireless advocate for all people with disabilities. An inspiring motivational speaker. A bridge-builder between learners and leaders across the U.S. and around the world who serves as a role model for all races, genders, and generations.

The grandson of one of New Jersey’s most prominent civil rights leaders, LeDerick uses his gift for spoken-word poetry as the gateway to larger discussions on equal opportunity, pride, self-determination and hope for people with disabilities.

LeDerick served as the Founding Board Chair of Eye to Eye (eyetoeyenational.org), the only national nonprofit mentoring program for students labeled with LD/ADHD, and continues to serve on the board today. And he is on the advisory board for The National Resources for Access, Independence, Self-determination and Employment (RAISE) Technical Assistance Center (www.raisecenter.org).

In 2016, he and co-author Margo Vreeburg Izzo, PhD, The Ohio State University, released the book Empowering Students with Hidden Disabilities: A Path to Pride and Success — the definitive compendium on transition support for students with LD / ADHD and other hidden disabilities — published by Brookes Publishing Co.

Femke Hovinga, M.A.

Femke Hovinga is a gifted specialist from Zeist, The Netherlands. When she was a six-year-old struggling with the challenges of giftedness, Femke said she would 'make the world a better place for the gifted, when she was a grown-up'. There's no more denying: Femke is a grown-up now, so it was time to keep the promise! After getting degrees in journalism and business, Femke took a post-graduate course in gifted education and coaching. Ever since, Femke has been active in the field of gifted. She is currently the Executive Director for SENG in Europe, she runs a coaching practice for profoundly gifted youth and has a recruitment firm for gifted people who are looking for a job that suits them and their talents.

Maria Johnson, M.A. CCC-SLP

Creating a collaborative environment that brings together practitioners from the field of education, cognition, and behavioral health drives Maria’s leadership as the director of Youth and Family Innovations through the University of Texas at Dallas’ Brain Performance Institute. With a strong foundation in research, business, and education, she is passionate about working closely with schools for students with learning differences, and is proud to offer access to virtual social learning programs to families from coast to coast. As a Speech Language Pathologist that has specialized in social cognition for the past 18 years, Maria thrives on giving children the knowledge and confidence they need to grow as strong social citizens. As a mom of a twice exceptional child for the past 13 years, she is an avid advocate for the educational rights of children for mental health supports, especially within the public school system. She is proud to serve as a key community resource in assisting clinicians, teachers, and families discover how to best support the social, emotional and cognitive development of the youth in their lives.

Renae D. Mayes, PhD, NCC

Renae D. Mayes, PhD, NCC, is the Director of the MA Program in School Counseling and an Associate Professor of Educational Psychology and School Counseling at Ball State University. Her research focuses on the intersection of gifted education and special education for students of color in urban environments. Additionally, Mayes focuses on comprehensive school counseling models and interventions that support the holistic development and success of historically underserved student populations.

Deborah Reber, M.A.

Deborah Reber is a parenting activist, New York Times bestselling author, podcast host, and speaker who moved her career in a more personal direction in 2016 when she founded TiLT Parenting, a website, weekly podcast, and social media community for parents like her who are raising differently wired children. The TiLT Parenting Podcast has grown to be a top podcast in the parenting space, with more than 850,000 downloads. A regular contributor to Psychology Today and ADDitude Magazine, Debbie’s newest book is Differently Wired: Raising an Exceptional Child in a Conventional World (Workman Publishing, 2018). In November 2018, she spoke at TEDxAmsterdam, delivering a talk entitled Why the Future Will Be Differently Wired.

Prior to launching TiLT, Debbie spent more than fifteen years writing inspiring books for women and teens. Before embarking on her own path as a solopreneur, Debbie worked in TV and video production, producing documentaries and PSAs for CARE and UNICEF, working on Blue’s Clues for Nickelodeon in New York, and developing original series for Cartoon Network in Los Angeles. She has an MA in Media Studies from the New School for Social Research and a BA in Communications from Pennsylvania State University.

In December 2018, Debbie and her family relocated back to the NYC area after living in Amsterdam, the Netherlands for the past five years. She currently homeschools her 14-year-old twice-exceptional son.

Josh Shaine

Josh Shaine has been working with gifted students of all ages for more than 35 years, including many years teaching, administrating, advising, and sometimes directing programs for 7th – 12th graders through MIT’s Educational Studies Program. He has taught at public, private, and alternative schools, as well as working with special needs students, either at home or institutionalized, for school districts in several states. He was the headmaster of a small 7th - 12th grade alternative school in Boston for gifted "disgruntled" students. In addition to teaching and consulting, Josh currently organizes the Beyond IQ conferences near Boston and serves on the board for Hoagies Gifted.



Renae D. Mayes, PhD, NCC, is the Director of the MA Program in School Counseling and an Associate Professor of Educational Psychology and School Counseling. Her research focuses on the intersection of gifted education and special education for students of color in urban environments. Additionally, Mayes focuses on comprehensive school counseling models and interventions that support the holistic development and success of historically underserved student populations.

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.

Celebrating 30 years as the only K-12 independent school in Southeastern Virginia dedicated to empowering children who learn differently.

The Davidson Institute serves our Nation’s brightest youth through a variety of programs and services. Our mission is to recognize, nurture and support profoundly intelligent young people and to provide opportunities for them to develop their talents to make a positive difference. We recognize profoundly gifted students as those who score in the 99.9th percentile on IQ and achievement tests.

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).

GHF - a supportive community for Gifted Learning. Also known as Gifted Homeschoolers Forum, GHFLearners brings gifted individuals together providing resources and support services to parents, gifted adults, educators and professionals.  No matter the specifics of your situation, you are welcome at GHF.  

Individualized Educational Services for Gifted Home Learning

Mr Gelston’s One Room Schoolhouse offers these online homeschool programs for families of gifted and twice exceptional children. Because gifted learners need flexibility, challenge, and empowerment to own their learning, we offer online homeschool programs to help you enhance family collaboration, support your gifted learner to develop self-management and self-advocacy skills, and to explore mathematics on their own level.


Online Homeschool Programs in Math are offered by Barry Gelston, M.Ed.

Mr. Gelston offers joyful private math education for gifted and 2e learners to progress as they wish from 3rd Grade Math to introductory Calculus.


Our Learning Coach is Carol Malueg, M.A., GCT, 2e

Ms Malueg works with both in-school and after-school learners to find new tools for organization, self-management, and self-advocacy that work with their learning preferences and within environmental constraints. 

OG Academic Math Training Courses are designed for teachers, instructional support staff, Orton-Gillingham practitioners and parents. Our courses will benefit your children and students!


The Motor Cognition2®Program (MC2®) is a structured neurocognitive program designed to improve executive functioning and academic skills in children and adults with executive function-based and related disorders, including Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Traumatic Brain Injury (TBI), Learning Disorders, Alcohol/Drug Related Neurodevelopmental Deficit, and asynchronous development observed in children and adults with gifted intellect. 

People who have difficulty with executive functioning experience a variety of struggles that may include any combination of: inattention, distractibility, verbal and/or behavioral impulsivity, verbal and/or behavioral disorganization, poor ability to learn from experience, emotional dysregulation, poor initiation, inconsistent and/or poor academic performance, and social/interpersonal difficulties. 

The MC2program uses a neuro-developmental approach to incrementally build foundation skills necessary for more efficient executive functioning, and to build upon those foundation skill-sets in a manner that facilitates automation (procedural memory) of those skills. The MC2program integrates research-informed and empirically-validated strategies from the fields of occupational therapy, physical therapy, speech/language therapy, and rehabilitative medicine with current neurological and neuropsychological research on neuro-developmental disorders. In this manner, the MC2 program offers a multi-sensory/multimodal approach to enhance how executive functioning skills mediate cognitive, emotional, and physical domains.

outBACK Therapeutic Expeditions is a highly effective, clinically informed treatment program dedicated to bringing families BACK together. Utilizing the wilderness as an alternative to traditional treatment settings, we guide students (13-17) and families in their process of reconnecting to Self, re-engaging with Family, and recommitting to Purpose. Our clinically sophisticated methods incorporate evidence-based psychological practices into an intentional program designed to yield the highest clinical value for students and their families. Unlike any other wilderness therapy program, our assessment and evaluation systems combine the work of multiple therapists for each student enrolled at outBACK. Primary therapists who manage and oversee the treatment process for students are set up to delve deeper into the psycho-social- emotional challenges of their students with the addition of our field therapists. Masters level Field Therapists are immersed in the group daily to teach and reinforce various clinical skills/workshops and work closely with Primary Therapists to provide additional layer of clinical insight. In addition to this unique treatment design, a purpose-driven adventure therapy, focused on transition readiness, is integrated into the program and all families work with a dedicated family therapist on family-focused interventions.

We at outBACK, believe in maximizing the amount of information, instruction, and insight gained by families throughout treatment. As such, we believe it is critical to utilize a strength- based approach without level systems, increase standards of clinical oversight throughout every aspect of programming, and assist families reapply what they know, reassess where they are, and realign to make necessary adjustments prior to transitioning out of our program.

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 past 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 www.summitcenter.us.

The Amend Group is a comprehensive center for psychological, educational, and gifted services.  We provide assessment and evaluation, counseling and therapy, and virtual educational and homeschool consulting.  We have psychologists and educational consultants well-versed to help you understand your gifted and 2e student’s needs and determine a good educational fit.  Our founder, Edward R. Amend, Psy.D., is a Clinical Psychologist licensed to practice in both Kentucky and Ohio, who 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 also presents locally and nationally to 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 (second edition), and he has authored or co-authored a number of articles, book chapters, and columns about gifted children. 


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!


Joan Cass is an Innovative Functional Nutrition Consultant offering various health supports. She possesses a gift for connecting the dots of gifted/2e children in a way that conventional methods often cannot by filling in the gaps between traditional and holistic medicine. She provides a simplified support for the overwhelmed while integrating functional nutrition, diet & lifestyle awareness including the latest scientific bio-hacks for invaluable support.

She has been blazing this trail, while homeschooling her sixteen year old gifted 2e son. Currently enrolled at Functional Medicine University and A Graduate of FBS-Functional Nutrition, Kharrazian Institute trained in Neuroinflammation, Gastrointestinal & Autoimmune. Joan’s unique expertise helps reveal root causes, find the best solution creating a positive shift in healthy alternatives with results that allows our incredible children to shine in this world! 


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."

Exceptional Educational Solutions

Exceptional Educational Solutions specializes in working with families with children who have out-of-the-box learning styles and differences, primarily serving the twice exceptional community. EES provides support to parents, giving them the confidence and knowledge needed to choose an educational program in which their children will thrive and succeed! 
EES offers consultation and advocacy services related to a vast array of traditional and alternative educational environments including: public school, private school, online school, homeschooling, hybrid schooling, gifted/twice exceptional education, Jewish education, and summer break programming. Additionally, EES provides both compassionate and expert educational advice, resources, and parenting guidance for complex or struggling students.

InterIQ is a recruitment agency for gifted people. The agency continuously looks for the best match between a company and a gifted employee. We look at the employees potential and motivation rather than their diploma’s while finding them a suitable job. InterIQ is currently available in The Netherlands and Belgium.

Labeled with a learning disability in third grade, LeDerick Horne defies any and all labels. He’s a dynamic spoken-word poet. A tireless advocate for all people with disabilities. An inspiring motivational speaker. A bridge-builder between learners and leaders across the U.S. and around the world who serves as a role model for all races, genders, and generations.

The grandson of one of New Jersey’s most prominent civil rights leaders, LeDerick uses his gift for spoken-word poetry as the gateway to larger discussions on equal opportunity, pride, self-determination and hope for people with disabilities. His workshops, keynote speeches, and performances reach thousands of students, teachers, legislators, policy makers, business leaders, and service providers each year.

He regularly addresses an array of academic, government, social, and business groups, including appearances at the White House, the United Nations, Harvard University, the Mercedes-Benz Fashion Week, the National Association of State Directors of Special Education, and the State Departments of Education across the US. His work addresses the challenges of all disabilities, uniting the efforts of diverse groups in order to achieve substantive, systemic change. You can learn more about him and his work at www.lederick.com

My goal is simple: to help you enrich a child’s life. Having been in the field of education for more than 30 years as a teacher, district administrator/coordinator, university professor, author, and consultant, I am keenly aware of the demands placed on teachers to improve student achievement, while also trying to create rich learning environments. That is why I started nRich Educational Consulting, Inc. I want to share with you the many years of experience and the knowledge I’ve gained as an educator. I also work with an amazing network of exceptional educators who can offer a wide range of personalized services to meet the needs of your students.

SCALIQ designs IQ tests and assessments for gifted and talented people. Starting with the IQ test for children from 5-10 years old, SCALIQ focuses on the challenges that come with measuring a high IQ. This means no test ceiling, no ambiguity in the questions and specially fitted for the 2E population. This test is currently available in The Netherlands and Belgium, but we are looking to expand to other countries. Should you be interested, feel free to reach out. You can read the white paper with more information about the test HERE.

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.

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.


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.


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 info@2enews.com, or visit www.2eNews.com

The Beyond IQ conference is a multifaceted experience including workshops, keynotes, activities for kids and/or grownups, and networking. We seek to bring together highly and profoundly gifted children and teens, their families, young adults, and the professionals who work with them in a supportive and educational environment. Our Fridays are for professionals to get together to work on their development in small, colleagial groups with attention to individual interests. The weekend adds a children's program for 5.5 through 12, a YA program that features a chance to interact closely with select presenters, and adult sessions covering academic, affective, and social aspects of their off-springs lives and their own as well.

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.

GRO is conducting an in-depth literature review of the existing research on the neuroanatomical, gastrointestinal, metabolic, hormonal, genetic and sensory differences in the bodies of gifted individuals.  This review of thousands of peer reviewed studies has already revealed tremendous insight into physiological differences found in gifted individuals and how those differences may impact both their internal experience as well as their behavior.


GT Discover will build the capacity of schools to identify and serve more gifted and talented students, especially those who are historically underrepresented, serving as a repository of resources, learning opportunities, and a collaborative community for stakeholders.

GT Discover is a website being developed under federal funding through the U.S. Department of Education’s Jacob K. Javits Gifted and Talented Education Grant. The website is co-owned by the Maryland State Department of Education, Division of Curriculum, Instructional Improvement, and Professional Learning (MSDE), and the IDEALS Institute at the Johns Hopkins School of Education. A public launch is planned for August 2020.

The website is free to use. We seek content from a variety of contributors, who will receive authorship attribution and links to their organization.


Don Ambrose, PhD, is professor of graduate education at Rider University in Lawrenceville, New Jersey, USA, and editor of the Roeper Review. He serves on the editorial boards of most of the major journals in the field of gifted education and for several book series. He has initiated and led numerous interdisciplinary scholarly projects involving eminent researchers and theorists from gifted education, general education, creativity studies, cognitive science, ethical philosophy, psychology, political science, economics, law, history, sociology, theoretical physics, and critical thinking. Some topics addressed by the many books he has published include interdisciplinary explorations of creative intelligence; the moral-ethical dimensions of giftedness; 21st-century globalization and its effects on creative intelligence; innovative, holistic education for the gifted; and applications of complexity theory to high ability. Books currently under construction describe new creative and critical thinking strategies inspired by constructs from various academic disciplines. He has done invited keynote presentations throughout the world.

Defying popular myths that assume most gifted people are wealthy, white, and will do fine on their own, THE G WORD reveals the economic, cultural and gender diversity of our nation’s gifted and talented population at every stage of life, highlighting their educational challenges, social isolation, and deep emotional sensitivities. It puts a face to the physical threats experienced by many in our schools and society at large. It also reveals a large and lively community of people around them working hard to meet their needs while challenging the prejudice that comes with being labeled “smart” in the 21st century.  

Directed and produced by Marc Smolowitz, and produced by Ron Turiello, learn more about the film: http://thegwordfilm.com

TiLT Parenting was founded in 2016 by Debbie Reber as a podcast, educational resource, and community aimed at helping parents raising differently-wired kids do so from a place of confidence, connection, and joy. Debbie is passionate about the idea that being differently wired isn’t a deficit —it’s a difference. She hopes to change the way difference is perceived and experienced in the world so these exceptional kids, and the parents raising them, can thrive in their schools, in their families, and in their lives.

The TiLT Parenting Podcast is a top podcast, with more than 1.5 million downloads, and regularly features high-profile parenting experts and educators, as well as insightful conversations between Debbie and her 15-year-old twice exceptional son. Debbie’s book inspired by TiLT Parenting, DIFFERENTLY WIRED: Raising an Extraordinary Child in a Conventional World, was published with Workman in June 2018.


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