The author summarizes a SENGinar interview with Dr. Donna Ford, highlighting culturally responsive, trauma-informed approaches to gifted education and sharing recommended resources and books. The post thanks women leaders in gifted education, urging advocacy, equity, and continued efforts to support diverse gifted learners.
This article discusses sources of resilience for gifted and twice-exceptional (2E) children, highlighting three key elements: at least one supportive adult, opportunities to build autonomy, and strength-based education that fosters hope and optimism. It offers practical advice for parents and caregivers to support development.
Parents of gifted or twice-exceptional children often face emotional intensity and unique challenges. This post outlines five common parenting pitfalls—emotion dysregulation, lack of curiosity, power struggles, teaching during meltdowns, and default discipline—and offers compassionate strategies to connect, regulate emotions, and find collaborative solutions to support exceptional children.
The author describes becoming a certified SENG Community Group facilitator and participating in international sessions with gifted adults and professionals. She plans to start groups in the Netherlands and train staff to expand SCG facilitators, encouraging others to organize local groups for peer support and community strengthening.
La autora relata su experiencia en un grupo de apoyo de SENG y explica cómo los padres de niños 2e enfrentan aislamiento, estrés y falta de recursos. Describe beneficios potenciales de grupos de apoyo para reducir ansiedad, compartir estrategias y crear conexiones, y cita investigaciones que respaldan su eficacia.
This article guides educators in building collaborative school‑home partnerships for twice‑exceptional students, emphasizing proactive, empathetic two‑way communication, cultural and language sensitivity, documentation, and shared goals. It recommends regular check‑ins, involving support teams, and strategies for difficult conversations to maintain a psychologically safe, student‑centered approach.
The Home and Community Connections Model centers students’ home and community knowledge to personalize curriculum. It uses prompts—communication structures, cultural elements, historical perspective, and more—to help learners connect content to their backgrounds, shift differentiation to students, and build trust for inclusive classroom learning.
The post argues compassion underpins effective communication and empathy, explaining mirror neurons’ role in social connection. It lists five practices—mindful listening, openness, self-focused phrasing, patience, and a 24-hour pause—to enhance empathetic communication and resolve conflicts peacefully.
The author reflects on a family photograph to illustrate how curiosity and emotions shape perception. She argues that intentional thinking, emotional reframing, and collaborative relationships enable authentic, sustainable transformations toward belonging, urging the community to practice curiosity and align mind, body, and brain in interactions.
The author describes how virtual parent support groups expanded access for families of complex outliers (twice-exceptional and profoundly gifted), reducing isolation and enabling cross‑timezone participation, shared resources, and flexible involvement. She invites parents to join or train as SENG SMPG facilitators to build wider supportive communities.
