Critical topics related to the development of 2e learners highlighted the 60th annual Family Conference of the California Association of the Gifted (CAG). During online webinars, parents, educators, and advocates created opportunities for deeper understanding of the socio-emotional and intellectual needs of students, as well as how to meet the needs of the under-represented and, especially pertinent in the quasi-post-pandemic, how to deal with the impact of stress.
The Family conference also helped parents build advocacy skills. “We are making sure we are advocating for children who have not received services for decades,” said Dr. Julia Nyberg, Executive Director for CAG.
Perhaps the most essential take away parents raising twice-exceptional children need to know is the work of cultivating an accepting and supportive emotional and social environment, according to Dr. Edward Amend, a clinical psychologist and co-author of A Parent's Guide to Gifted Children. Parents can do this by lessening power struggles, establishing fewer limits, and offering real choices when possible.
Amend, in his session, also stressed the importance of understanding the difference between a characteristic and a need within a particular context. “If a child has a large vocabulary [characteristic] and is made fun of by other kids because they don’t understand [context] then that characteristic becomes a need,” said Amend. The priority of understanding characteristics and needs helps cultivate self-understanding and self-advocacy skills. “We need to help students understand who they are,” he added.
During her session, Dr. Erinn Floyd, a director of training and partnership development for The Consortium for Inclusion of Underrepresented Racial ...
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