Dr. Ciminy St. Clair, a SENG board member with decades of experience in gifted education, seeks to increase awareness and support for twice-exceptional individuals. She advocates expanding outreach, training, and community resources to foster belonging and ensure gifted and twice-exceptional people receive appropriate recognition and support.
Discusses resilience in gifted and twice-exceptional children, arguing that supportive adult relationships, opportunities for autonomy, and strength-based activities build resilience. Offers practical tips for parents and caregivers, examples from An Animal School, and suggestions for nurturing hope through interests and routines.
This article analyzes the short film An Animal School: A Tale of Gifts, showing how gifted and twice-exceptional (2e) students struggle emotionally when strengths are ignored. It discusses several characters, links neurodiversity to mental health concerns, and advocates strength-based education, acceptance, and supportive environments.
Inclusive education does not harm typical students’ academic achievement and can produce small gains. Evidence shows inclusive practices and cooperative learning benefit all learners, while teacher training and individualized instruction improve outcomes. Neurodivergent strengths also enrich peer learning and future workforce skills.
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.
Gifted children’s co-occurring diagnoses are often missed because they mask symptoms, commonly used screeners are outdated or rely on limited reports, and score discrepancies are overlooked. Evaluations should consider narrative context, observations across settings, and score discrepancies to identify needs and provide appropriate supports.
This article explains challenges faced by twice-exceptional boys whose giftedness and learning difficulties are often misunderstood. It reviews disparities in discipline, risks of misdiagnosis, and the need for strength-based, individualized educational planning. With proper identification and supports, 2e boys can overcome barriers and achieve academic success.
A mother recounts early struggles raising neurodivergent twins, describing overwhelm, isolation, and guilt. She outlines a four-step process—awareness, validation, connection, transformation—and shares how founding Mothers Together and her podcast provided community, support, and personal growth for parents of neurodivergent children.
This review describes Jordan O’Kelley’s development from a twice-exceptional child who turned homework into books and monologues to a documentary-maker and advocate. It highlights family and community supports, the film’s festival recognition, strength-based education approaches, and Jordan’s ongoing advocacy, internships, and creative projects promoting 2e awareness.
This post examines how queerness intersects with twice-exceptionality, highlighting higher rates of LGBTQ+ identification among gifted and neurodiverse people, and the overlap with autism and ADHD. It urges clinicians, educators, and parents to validate identities, discuss gender and sexuality appropriately, and offer unconditional acceptance and support.
