Tag Archives: Summit on the Neuroscience of Twice-Exceptionality

Save the Date for the Summit on the Neuroscience of Twice-Exceptionality

In January 2020, members of the Belin-Blank Center and the Iowa Neuroscience Institute were eagerly preparing for a summer Summit on the Neuroscience of Twice-Exceptionality (2e). We planned to invite researchers, clinicians, and educators to the University of Iowa campus to discuss and advance the field of 2e research. Like many other large gatherings scheduled for this year, the COVID-19 pandemic led our team to reimagine the event as a virtual experience. We are excited to invite you to join us online this spring! 

The virtual Summit on the Neuroscience of Twice-Exceptionality will occur May 17-18, 2021, and registration is available now! This event aims to advance research in the area of twice-exceptionality by sparking conversation and collaboration across disciplines. Both days will feature presentations from prominent scholars highlighting the potential for collaboration among neuroscience, gifted education, psychology, and special education. Attendees will have the opportunity to hear from experts at the Belin-Blank Center, including Dr. Susan Assouline, Dr. Megan Foley-Nicpon, and Dr. Alissa Doobay, as well as members of the Iowa Neuroscience Institute, including Dr. Jake Michaelson, Dr. Ted Abel, and Dr. Thomas Nickl Jockschat. We’re also proud to welcome Dr. Sally M. Reis from the University of Connecticut, Dr. James Booth from Vanderbilt University, and Dr. Marjorie Solomon from the University of California-Davis. More information about all of our speakers is available on our website.  

Everyone is welcome to register. The content will be most relevant for people interested in learning about research developments on the topic of twice-exceptionality, pursuing or informing future research, and applying research findings to better understand and support twice-exceptional individuals. We hope you will join us for this exciting interdisciplinary event! 

Message from the Director: At the Edge of Knowledge, What do Students Need?

The needs of gifted students come from their strengths, not their deficits. 

I’m paraphrasing, slightly, what Executive Director of Western Kentucky’s Center for Gifted Studies, Professor Julia Link Roberts, expressed last month during Denver University’s annual Gifted Education Conference.  This simple yet elegant statement captures the essence of the Belin-Blank Center’s model for serving gifted and talented students from grade 2 through college.  Our strength-based model features various systems for discovering domain-specific talent and then developing that talent.  A strength-based model is synonymous with talent development.

Although highly effective, there is one critical group of educators who neither implement nor advocate for a strength-based model in which talents are developed.  The group is comprised of the vast majority of faculty in colleges of education across the country; the same individuals who prepare future teachers and counselors.  

This was the situation decades ago when I was preparing to be a science teacher, and it remains true today.  For example, students with strengths in science reasoning need to be able to do what scientists do – create hypotheses, conduct research, experience success…and fail, and start all over again. It’s the rare science classroom where students with strengths in scientific reasoning have regular opportunities to experience “science” during the school day.  The same is true for individuals with talent in mathematics. 

To some extent, the lack of emphasis on talent development in schools explains the popularity of university-based summer programs among parents and students.  Every summer, tens of thousands of elementary, middle, and high school students across the country take advantage of myriad programs and courses that build on their strengths and nurture the development of their talent.  The Belin-Blank Center’s programs are among these. Our students explore their interests and stretch their intellectual muscles in the Blank Summer Institute, the Perry Research Scholars Institute, the Secondary Student Training Program, Summer Art  Residency,  and Summer Writing Residency and find respite from the lack of challenge during the school year.

Educators who participate in the Belin-Blank Center’s summer professional development can observe talented pre-college students in programming that is uniquely strength-based and talent-development focused.  Our hope is that by observing a strength-based classroom, educators will see the importance of taking this model into their own classrooms during the academic year.  This is one of the most critical lessons from their professional development experience because for every student who attends a summer program in a university setting, there are several others who are equally talented but don’t have this opportunity.

Education doesn’t have to be strengths vs. deficit.  In fact, every program we offer, including outreach programming such as the STEM Excellence program, now in its sixth year of implementation in nine rural schools across Iowa, is an excellent example of a thriving strength-based program that aims to develop the math and science talents of middle-school students.

Our work in twice-exceptionality offers additional evidence that understanding a student’s strengths is as important as understanding their challenges.  Individuals with a diagnosed disability or disorder face challenges (deficits) that can – and must – be addressed. However, this should be done in alignment with developing their strengths.

The strength-based approach is the essence of our collaborative twice-exceptional research agenda with our Iowa Neuroscience Institute partners. This work uses an unprecedented amount of data from our Assessment and Counseling Clinic to better understand the relationship between high ability and challenges in learning, social-emotional development, or behavior. Indeed, understanding the role of cognitive strengths within the context of learning and social-emotional difficulties is a critical aspect of the research we are conducting.  It is only with a sample of twice-exceptional individuals, who have both intellectual strengths and cognitive challenges, that each of these can be controlled for, allowing researchers to examine their effects both independently and combined.

We are looking forward to bringing together researchers, clinicians, educators, and parents to learn about the research on twice-exceptionality at the Summit on the Neuroscience of Twice-Exceptionality this July. We invite you to join us in discussing new, unprecedented studies of twice-exceptionality, the future of research in this field, and the possibilities available for collaboration among institutions, gifted education organizations, and talent development centers in order to advance our understanding of this unique population and their strengths and challenges.

The needs of gifted students – and the professionals who are involved in their education – come from strengths not deficits.  Yet, for the foreseeable future, deficit models in education will likely dominate our thinking – and funding.  I recommend that we “lean into” the current deficit model and use it as a platform to reveal the many advantages to including a strength-based approach in gifted education and talent development.  We will continue to share our perspective and research findings, and we hope to see you at one of our events or programs soon.

Everything Needed for the State of Iowa TAG Endorsement in One Summer

For someone with the desire to earn the State of Iowa Talented and Gifted Endorsement, the Belin-Blank Center provides choices of classes across the required strands so that earning the endorsement in one summer is possible (belinblank.org/endorsement)!

Here, we’ve compiled a list of the available options to earn all 12 hours of credit for the endorsement through the Belin-Blank Center this summer.

Online Classes (various semester hours)

Summer classes begin in June with fully online options:

  • Introduction to Educating Gifted Students (RCE:4137:0EXW – 3 semester hours), June 8 – July 27 (Dr. Susannah Wood)
  • Special Topics: Understanding and Addressing the Unique Needs of Gifted LGBTQ Students (EDTL:4096:0WKA – 1 semester hour), June 8 – 26 (Dr. Haley Wikoff)
  • Current Readings and Research (EDTL:4085:0WKA – 1 semester hour), June 15 – July 6 (Dr. Laurie Croft)
  • Cognitive and Affective Needs of the Gifted (PSQF:4125:0WKA – 1 semester hour), June 29 – July 17 (Dr. Megan Foley Nicpon).

Online classes continue in July:

  • Differentiation at the Secondary Level (EDTL:4976:0WKA – 1 semester hour), July 8 – 28 (Dr. Kristine Milburn)
  • Special Topics: Giftedness 101 (EDTL:4076:0WKA – 1 semester hour), July 15 – August 4 (Anna Payne)   

Additional opportunities in July include face-to-face time on the University of Iowa campus:

Advanced Placement Teacher Training

EDTL:5080:0WKA (2 semester hours) plus EDTL:4976:0WKA (1 semester hour)

The AP Summer Institute sponsored by the Belin-Blank Center will take place from June 29 – July 2. The credit option will officially begin for those who attend the Institute on July 6 – 14 (Dr. Laurie Croft), giving participants time to get enrolled.  Those who choose to enroll in this two-semester-hour credit receive an automatic 50% tuition scholarship applied to the cost of graduate credit.  The credit is earned through participation in the Institute, as well as any follow-up assignments from the College Board Consultants.  Those APTTI participants who choose to extend their learning experience by enrolling in Differentiation at the Secondary Level (am additional 1 semester hour; see above) receive a 50% scholarship for that class, as well.

Neuroscientific Implications for the Gifted

(PSQF:4128:0WKA – 1 semester hour)

The Summit on the Neuroscience of Twice-Exceptionality, co-hosted by the Belin-Blank Center and the Iowa Neuroscience Institute will take place on July 20 – 21 on the University of Iowa campus.  The Summit will bring educators an opportunity to interact with researchers, clinicians, and parents to address the state of research on twice-exceptionality, as well as best practices for supporting 2E students.  The credit option will officially begin for those who attend the Summit on July 27 – August 14 (Dr. Laurie Croft), giving participants time to enroll.  The credit is earned through reflecting on the Summit, selecting relevant readings, and designing an action plan for advocacy or instruction, meeting personal needs.  Summit participants receive an automatic 50% tuition scholarship, applied to the cost of graduate credit.

Belin-Blank Chautauqua

(up to 6 semester hours)

The Belin-Blank Chautauqua mirrors the adult-education movement that was so popular in the late 1800s – early 1900s!  Classes bring teachers together for an accelerated learning experience, as well as time to interact with one another.  Chautauqua features six separate workshops meeting for two-days each on campus, with additional online components.  You can choose one class, or the three classes in one week, or all six classes over the two weeks, from July 6 – August 6.  Those who attend all three workshops in one week receive an automatic scholarship for the cost of graduate tuition for one class (you pay for two, the Center provides a full scholarship for one); those who attend all classes over both weeks receive an automatic scholarship for the cost of graduate tuition for one class each week (you pay for four, the Center provides a full scholarship for two).

It’s easy to earn the endorsement over two summers through Chautauqua, receiving scholarships both summers. Classes are always different from year to year; the one-semester-hour classes this summer include:

Week 1:            Special Topics:  Personal Learning Plans for Gifted (EDTL:4096:0WKB), July 6-7 on campus – July 24 (Lora Danker

Science for High-Ability Learners (EDTL:4021:0WKA), July 8-9 on campus – July 28  (Dr. Hallie Edgerly) July 10-11 – July 30:         

Programming/Curriculum for High Ability:  Real-World Problem Solving  (EDTL:4073:0WKA), July 12 – 13 on campus – July 30(Dr. Kristine Milburn)          

Week 2:            Social Studies for High-Ability: Explorer Mindset  (EDTL:4065:0WKA), July 13-14 on campus – July 31 (Stacey Snyder)

                        Advanced Seminar:  Solution-Focused Skills for Working with Common Concerns of Gifted Students (RCE:5238:0WKA), July 15-16 on campus – Aug 4 (Dr. Susannah Wood)

                        Staff Development for Gifted Programs (EPLS:4133:0WKA), July 17-18 on campus – Aug 6 (Dr. Laurie Croft)

The one-semester-hour classes included in the list above are offered in the three-week workshop (i.e., 0WKA) format.  These classes have no additional technology fees and focus for three weeks on one topic.

For those who already have the endorsement, the focused one-semester-hour workshop-style classes are ideal for updating skills. 

To participate in our classes, you must register with Distance and Online Education as a non-degree seeking student; for the State of Iowa Endorsement in Talented and Gifted Education, you may register as either a graduate or undergraduate student, regardless of your professional status; if you won’t benefit in other ways from the graduate credit, you can save tuition dollars.  Once you have your HawkID and password, you can follow the directions to register for the courses that interest you the most; follow belinblank.org/educators/reg.  All of our classes fulfill strands required for endorsement.