Giftedness, Twice Exceptionality, and Neurodivergent Identity
Date:
June 22 @ 8:30 am – 2:30 pm
Price:
Instructor(s):
Emmaly Perks, M.Ed.
Event Type:
Virtual
Professional Learning Hours:
15
Intended Audience:
Educators and other professionals whose work impacts students from early childhood through 12th grade and beyond.
Participants must attend all events:
- June 22, 2026
- July 20, 2026
- August 3, 2026
This series explores giftedness and twice-exceptional (2E) – folks who are both gifted and neurodivergent in another way or gifted and have a disability – through the lens of neurodiversity. Participants will build a foundational understanding of what it means to be gifted or 2E—beyond simply being “smart”—and leave better prepared to support the unique needs of these students. They will examine the neurobiological, social-emotional, and developmental dimensions of giftedness; consider how neurodivergent traits manifest in gifted and 2E individuals; and develop a toolkit of affirming, evidence-based, Universal Design for Learning (UDL) -aligned strategies to support gifted and 2E students in schools, therapeutic settings, and at home.
Day 1: Overview of Giftedness as Neurodivergent Identity
Participants will be able to:
- Compare and contrast major theoretical frameworks for defining giftedness, and articulate how definitions shape identification practices and access to services.
- Evaluate current research and claims about the neurobiological and developmental aspects of giftedness.
- Support common gifted and 2E socio-emotional challenges.
- Identify giftedness as a neurodivergent identity by mapping gifted traits onto a neurodiversity framework and analyzing the implications for practice.
Day 2: Missed Diagnosis, Dual Diagnosis, and Twice-Exceptionalism
Participants will be able to:
- Identify systemic factors that drive misdiagnosis, including clinician training gaps, school referral pathways, and gender and racial bias.
- Classify gifted traits vs overlapping traits of other clinical presentations.
- Analyze complex case vignettes to identify when a presentation may reflect giftedness, a clinical diagnosis, or co-occurrence.
- Design a comprehensive assessment approach for a 2E learner that captures both giftedness and disability.
Day 3: Supporting Gifted & 2E Individuals: Affirming, UDL-Aligned Practice
Participants will be able to:
- Evaluate real-world educational and therapeutic practices against neurodiversity-affirming criteria and identify areas for improvement.
- Apply UDL principles to redesign an element of instruction or support for a gifted or 2E learner.
- Develop a strength-based, talent-focused support plan for a 2E individual that also addresses areas of challenge.
- Articulate concrete advocacy strategies for amplifying the voices of gifted and 2E individuals and their families.
Graduate Course Option
In addition to the three workshop days, course takers will complete readings and engage with recommended content; complete reflections and analyses; engage asynchronously with peers to help synthesize new learning; participate in optional additional meetings with the course instructors; engage in field work while applying course concepts; and produce a culminating artifact demonstrating evolution of professional practice.
