Recent Research on Twice-Exceptionality

The Belin-Blank Center has an extensive body of work on twice-exceptionality — from our Assessment and Counseling Clinic to professional learning to leading research. Our director, Dr. Megan Foley Nicpon, is a leader in that field. Here are some of the recent publications that come from her work.

“Policy Considerations for Twice-Exceptional Students”

Abstract: Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support through implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth. (Foley-Nicpon, M., & Teriba, A. (2022). Policy considerations for twice-exceptional students. Gifted Child Today, 45(1), 212-219. https://doi.org/10.1177/10762175221110943)

“Developmental Milestones as Early Indicators of Twice-Exceptionality”

Abstract: Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail. (LeBeau, B., Schabilion, K., Assouline, S. G., Foley-Nicpon, M., Doobay, A. F., & Mahatmya, D. (2022). Developmental milestones as early indicators of twice-exceptionality. Neurobiology of Learning and Memory. Advance online publication. https://doi.org/10.1016/j.nlm.2022.107671)

“Excellence Expected, Needs Overlooked: Implications for Working With Asian American Twice-Exceptional Students”

Abstract: Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems (Foley-Nicpon & Candler, 2018). Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs (Baldwin et al., 2015). For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education (Park, 2019; Wong, 2015). Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice- exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations (Civil Rights Data Collection, n.d.; Ford, 2013). These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation (Henfield et al., 2014; Mun & Hertzog, 2019; Wong, 2015). When “what giftedness or disability should look like” meets “what Asian American should be like,” the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, we discuss the development and needs of AA2E students. We provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. We hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms. (Park, S., & Foley-Nicpon, M. (2022). Excellence expected, needs overlooked: Implications for working with Asian American twice-exceptional students. Teaching Exceptional Children. Advance online publication. https://doi.org/10.1177%2F00400599221097020)

To hear more about the Belin-Blank Center’s research, be sure to attend our presentations or stop by Booth 506 at the National Association for Gifted Children 69th Annual Convention in Indianapolis next month!

Interview with an Academy for Twice-Exceptionality Student

In 2021, the Belin-Blank Center created a new university-based program, the Academy for Twice-Exceptionality. This program provides individualized support to University of Iowa students who are twice-exceptional. We define twice-exceptional as learners who demonstrate the potential for high achievement or creative productivity in one or more domains AND who manifest one or more disabilities as defined by federal or state eligibility criteria. 

By collaborating with our university partners, we can offer a support structure that addresses academics, practical skills, and social-emotional needs. Once accepted into the program, a student receives services from admission through graduation. 

We recently sat down with one of our Academy for Twice-Exceptionality students so he could share his story. 

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Q: What is one of your favorite things at the University of Iowa? 

A: I really like the closeness of everything. Because the town is right next to the university, it is easy to get to both classes and stores. The way that the two are organized makes it very walkable. 

Q: What is your major?  

A: I am majoring in biomedical engineering. Although I haven’t decided exactly how I want to use my degree in the future, I am interested in a career with a research focus on things to be used in the medical field. I would like to be employed in a setting that designs something to help people, like prosthetics, medical software, or imaging technology.  

Q: What are your areas of talent?  

A: My talent areas are definitely mathematics and music. Math has always come to me pretty simply. My major requires a lot of mathematics, so I know in the future, I will be using it in my job. The engineering courses at Iowa have developed my math talent, specifically through real-life application problems and experiences. I used to sing in a chorus in school but haven’t joined any musical groups on campus. I do listen to music a lot at home.  

Q: How did you hear about the Academy for Twice-Exceptionality? 

A: I am not sure how I first heard about it, but it was in a few different ways. I was identified as twice-exceptional later in life. My clinician in Des Moines told me about it. My parents also talked to me about it. I also am active with the Autism Society of Iowa. I believe I heard something about the Academy for Twice-Exceptionality through that group as well.  

Q: What do you feel has been the biggest benefit of the Academy for Twice-Exceptionality for you as a student? 

A: Getting to know people with the same mindset as me. Other students in the Academy seem to have the same way of thinking that I do. Sometimes when I talk to people, I don’t think they are on the same wavelength as me. In the Academy for Twice-Exceptionality, people have similar thought processes as me. 

Q: What do you do to take care of yourself, especially your mental health, during the school year? 

A: I know that I get nervous. Now, I know how to calm myself down. I lie down and listen to music. I have been doing this for a long time. During the school year, I have to be careful not to lie down and listen to music for too long.  

Q: What extracurriculars are you involved in on campus? 

A: I am a supplemental instructor for a course through the Academic Retention Center at Iowa. I pair the lecture’s content in my sessions by assisting students who are having difficulty with the content through problems (including ones I have them create). I am also involved with Parkview Church in Iowa City. 

Q: What is something you would like other prospective students to know about the Academy of Twice-Exceptionality?  

A: Coming into it, I didn’t know what the support method would be like, so others should know it combines one-on-one meetings with a professional and community sessions with the entire group. 

Q: What is a goal you have for yourself this semester?   

A: My main goal is to do the best I can in my classes. Previously in classes, I didn’t study too well or prepare enough for projects. This might be a difficult goal, but my goal is a 4.0 for this semester.  

Q: What are three fun facts about you?  

1. I have triplet cousins. 
2. My parents have had a total of three sphinx cats (they still have two). 
3. My favorite philosophical book is The Screwtape Letters by C.S. Lewis.  

If you are interested in learning more about the Academy for Twice-Exceptionality, check out our website. The Academy for Twice-Exceptionality could be the right fit for you! 

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Disability as Diversity in Gifted Education

Students with disabilities are often underrepresented in gifted education programs. Being “twice-exceptional,” (the coexistence of disability and high ability) seems paradoxical to many, despite growing awareness of and research on twice-exceptionality. Here are a few tips for increasing twice-exceptional (2e) students’ access to gifted services.

Increase communication between gifted, general, and special education teams. Often, students who are identified for special education services first are eliminated from consideration for gifted programming (either intentionally or accidentally). Increasing opportunities for collaboration across classroom environments can promote the identification of talents among students with disabilities.

Use universal screenings in place of nomination or referral processes. As with other underrepresented groups, unconscious biases can prevent the referral of 2e students for further evaluation. Reliance on nomination or referral procedures as an entry point for further evaluation will likely exclude students who could otherwise benefit from participation. Benchmark assessments and other curriculum-based measures can be used as screening tools without requiring additional testing.

Use domain-specific rather than global talent identification processes. Reliance on one overall measure of talent will likely inaccurately exclude 2e students, whose cognitive and academic profiles are often more variable. Consideration of available programming can help determine the domains to assess, as identification processes should always be aligned with services.

For more information on serving twice-exceptional students, visit our Assessment and Counseling Clinic‘s website.

Learn More about the Academy for Twice-Exceptionality

“We tossed a small pebble and made a big splash.” 

Jacqueline Blank  

Fall 2022 marks the first official semester of the Academy for Twice-Exceptionality! Although we supported two students last year, the full program we envisioned will be in place this academic year for our inaugural cohort of twice-exceptional University of Iowa students.  

The Academy’s three-part structure of support (academics, practical skills, and social-emotional skills) will take place through whole group workshops, weekly one-on-one meetings, planned social events, and a cohort living situation for first-year students.  

We are now recruiting for our 2023-2024 cohort!

If you are interested in finding out more about the Academy for Twice-Exceptionality, please plan to attend one of our Information Sessions. The dates for the online sessions are August 31^st, September 28^th, and November 9^th, 2022. We also have an on-campus Information Session planned for October 18^th. Sign up for a session at belinblank.org/2eacademy.  

The Academy for Twice-Exceptionality is a prime example of building off the Belin-Blank Center’s expertise and showing a commitment to tossing a small pebble. We are confident that the Academy for Twice-Exceptionality is the right fit for many students, and we would love to talk about it with you! 

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Message From the Director: The Last Word

by Dr. Susan Assouline, Belin-Blank Center Director

Welcome back! 

After a two-year pandemic-imposed hiatus from onsite professional development and on-campus residential student programs, the hallways of the Blank Honors Center resound with the happy voices and excited footsteps of students and teachers. Their faces reflect the anticipation of making new friends and engaging in meaningful new learning. None of this would be possible without months of careful planning. Multiple teams of Belin-Blank Center colleagues attend to the details so participants can enjoy our comprehensive programming. I am very appreciative of my colleagues’ unflinching commitment to excellence. 

Welcome to our summer faculty and staff! Serving several hundred students and teachers takes many sets of hands, ears, eyes, feet, minds, and hearts. From residence hall advisors to student assistants to front-desk support, many of the summer program staff are undergraduate and graduate students. Their praises often go unsung, so I want to take this opportunity to thank them. 

Welcome to our many faculty colleagues who mentor and instruct students and teachers. This summer, we are pleased to have Ms. Cori Milan as the student program coordinator for our residential student programs, the Secondary Student Training Program (SSTP), Perry Research Summer Institute (PRSI), and Summer Art/Writing Residencies (SAR/SWR). In addition to Ms. Milan, we will work with our colleague, Dr. Barry Schreier, a clinical professor in counseling psychology and the Director of Higher Education Programming at the Iowa Center for School Mental Health. Dr. Schreier leads our efforts to enhance the student experience through increased attention to social-emotional well-being and the professional development of the staff who support our students.  

Welcome to licensed psychologist Dr. Christopher Smith, the newest Assessment and Counseling Clinic staff member. Dr. Smith joins a dedicated team of professionals who kept the Belin-Blank Center’s Assessment and Counseling Clinic open throughout the pandemic. 

Welcome to Dr. Megan Foley-Nicpon, recently named the Myron and Jacqueline Blank Endowed Chair and the new Belin-Blank Center Director. Dr. Foley-Nicpon brings a wealth of experience to this position and is singularly qualified to become the third director of the Belin-Blank Center. Watching Dr. Foley-Nicpon present her formal job talk was one of the more joyous moments of my 32-year career. We’ve been colleagues since 2004, and she has enhanced the reputation of the Belin-Blank Center in multiple areas, including twice-exceptionality and talent development. Dr. Foley-Nicpon will begin her tenure as director in August, making this my final post as director. 

Welcoming new colleagues and delighting in the wonder of a Belin-Blank summer makes my last “Message from the Director” bittersweet. Nostalgia fills my thoughts as I reflect on the many moments that form decades of personal, professional, and organizational growth and development. We have done so much together during this time, and I know this team of professionals will have many more triumphs to come. 

I have had the opportunity to work with amazing colleagues and a dedicated advisory board. I have a loving family who has graced me with their phenomenal support throughout my entire career.  

I am now approaching my final weeks as the Myron and Jacqueline Blank Endowed Chair and Director of the Belin-Blank Center. Only one word adequately captures the sentiment that fills my heart: Gratitude. 

Strengths-Based Assessment to Better Understand Your Student’s Unique Needs

The Belin-Blank Center’s Assessment and Counseling Clinic is pleased to partner with Bridges 2e Center for Research and Professional Development to facilitate access to their Suite of Tools for our clients.

The Suite of Tools is a strengths-based, talent-focused tool that brings together several different types of assessments to help parents and educators celebrate the unique gifts of a particular student and bring their eclectic profile into better focus. The Suite of Tools (2016) was originally developed by Dr. Robin Schader and Dr. Susan Baum at the Bridges 2e Center for Research and Professional Development, and is built on the theme of C.L.U.E.S.: a process of Collecting information, Looking for connections, Uncovering patterns, Exploring options, and Seeking joyful learning.

The first assessment in the Suite of Tools is “My Learning Print,” which explores ways in which students prefer to learn, their specific interests, conditions that enhance understanding, fun hobbies, and family experiences outside of the classroom. The second assessment is called the “Quick Personality Indicator,” which asks participants to rank descriptive statements and then helps students to tally these outcomes to decipher whether they are most like a People Person, Learned Expert, Creative Problem Solver, or Practical Manager. A third tool is the Teacher Feedback form, which offers classroom educators the opportunity to reflect on the core abilities of this student. After a parent interview, each of these CLUES is brought together into a PowerPoint presentation by a seasoned educational therapist who highlights the findings of the Suite of Tools for your distinctive student, and then offers suggestions and direction for talent development opportunities that can enhance this student’s social-emotional growth and promote their intellectual potential. The Suite of Tools is especially helpful to include as an additional lens of insight along with a psychoeducational evaluation, when a learning team is crafting a 504 Plan, or for exploring options of optimal learning during an IEP Meeting.

Bridges Academy case manager Sandra Clifton, supported by her colleague Amy Clark, will be offering these services to interested Assessment and Counseling Clinic clients. For more information, please email sandra.clifton@bridges.edu.

Sandra Clifton

After earning her Masters in English Education and serving over a decade as a high school teacher, Sandra Clifton earned credentials as a professional coach and joined the RULER Team at Yale University to guide teachers in a program of Social-Emotional Learning.  She then opened her own private practice: the Clifton Corner, a safe space of learning to support overwhelmed students who struggle with issues of perfection, motivation, organization, learning differences, and self-esteem. For the past fifteen years, Sandra has worked to promote self-discovery and personal accountability to help young people transform their identity through the tools of mindfulness, creativity, leadership, and positive psychology as a Board Certified Educational Therapist.  Sandra shares a special affinity with both athletes and artists who shine with strengths outside of school–but may encounter challenges with time management, confidence, and/or academic insecurities in the classroom–often identified as gifted, sensitive, and/or twice-exceptional students. Sandra also guides parents through curriculum decisions and school transitions to create more joy in the journey of learning. She is currently working to earn her doctorate in Cognitive Diversity at Bridges Graduate School and is thrilled to be serving as an intern at the Belin-Blank Center.

Amy Clark

Amy Clark is a doctoral student at Bridges Graduate School, a solutions innovator, and a mom. She found her love of twice-exceptional education through the creation of Chestnut Ridge Academy, which she founded to serve her son by creating highly customized experiences for gifted and exceptional minds. In addition to her daily role as a tiny-school leader, she supports families on their own unique journeys. She guides parents to better understand their exceptional children and to uncover strategies for both educating and parenting differently through her company, Exceptionally Engaged. Her decades-long career in research and design at some of the world’s most creative companies has helped millions of people to feel empowered with tools that become part of their everyday lives. She continues to impact lives as an education, neurodiversity, and design consultant to those looking to discover the magic that lies at the intersection of technology and learning. 

Social Skills Intervention Group

It’s not too late (yet!) to inquire about participating in a social skills intervention group through our Assessment and Counseling Clinic.

Eligible students will be in grades 7 through 9 and demonstrate high cognitive and/or academic ability as well as social skills challenges (either due to Autism Spectrum Disorder or another diagnosis). Students will join 12 weekly hour-long virtual group sessions beginning in February through April of 2022.

Contact Amanda Berns, PhD at bbc-clinic@uiowa.edu for more information and to express interest in participating.

Social Skills Intervention Group for 2e Students

Twice-exceptional (2e) students experience co-occurring high ability and disability that can make it difficult to access appropriate services for both their strengths and their challenges. The Belin-Blank Center’s Assessment and Counseling Clinic is excited to introduce several new programming options for twice-exceptional students in 2022. This post is the second in a series detailing these opportunities. Be sure to check out the other posts in the series:

• New Academy for Twice-Exceptionality
• Free Day Camp for 2e Students

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The Belin-Blank Center’s Assessment and Counseling Clinic is pleased to invite students grades 7 through 9 who demonstrate high cognitive/academic ability and social skills challenges (either due to Autism Spectrum Disorder or another diagnosis) to inquire about participation in a social skills intervention group, based on the UCLA PEERS Curriculum.  

Photo by cottonbro on Pexels.com

The UCLA PEERS Curriculum is an empirically supported curriculum that has been shown to increase social knowledge and social engagement for adolescents with ASD through group social skills instruction and parent support. Students will learn skills to support appropriate social interactions, such as building conversations with others, entering or exiting conversations, and using humor, as well as learn ways to manage teasing or bullying. Parents will support students to complete weekly assignments, such as helping students identify a social group to join, encouraging their participation in the group, and practicing newly learned social skills. 

Participation will involve 12 weekly group sessions conducted virtually, each 60 minutes in length, beginning in February through April of 2022. Parent support is required for participation. While the services are provided virtually, all clients must reside in the state of Iowa to participate in the intervention, due to Iowa licensure laws. Questions about the social skills group should be directed to Amanda Berns, Ph.D., at bbc-clinic@uiowa.edu . Please send inquiries by January 24^th to be considered for participation.

2e at the B-BC: New Academy for Twice-Exceptionality

Twice-exceptional (2e) students experience co-occurring high ability and disability that can make it difficult to access appropriate services for both their strengths and their challenges. The Belin-Blank Center’s Assessment and Counseling Clinic is excited to introduce several new programming options for twice-exceptional students in 2022.  This post is the first in a series detailing these opportunities. Be sure to check back soon for the next installment!

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Many individuals who identify as autistic also have exceptional gifts and talents.  When cultivated, these gifts and talents contribute to great advances across a variety of domains in society.  However, many individuals with autism spectrum disorder (ASD) may also experience difficulty with a variety of skill areas, like executive functioning and adaptive skills that are necessary for flexibly navigating everyday life.  While many individuals who identify as autistic may have been supported within their primary and secondary education, there has been a proverbial “cliff” described for the significantly fewer services and supports they receive after leaving high school.  The Belin-Blank Center is bringing a new program to the University of Iowa to support college students who otherwise might have come upon such a cliff.  This program is called the Academy for Twice-Exceptionality.   

The Academy for Twice-Exceptionality is for University of Iowa college students who are on the autism spectrum or identify as autistic and have high cognitive ability and/or academic achievement.  Such students are also known as “twice-exceptional” (2e), given their exceptionality in both their cognitive ability and/or academic achievement, as well as in their neurodevelopment that results in a disability.  Participants in the Academy for Twice-Exceptionality will be supported through weekly meetings with a graduate assistant, organized social events, and a weekly seminar, where they can identify goals, as well as gain knowledge and skills to support their adjustment to campus life and the increased expectations for greater independence. Additionally, professional staff at the Belin-Blank Center will communicate and work closely with parents to support their student’s success.   

The Academy for Twice-Exceptionality is currently in a pilot year, supporting 2e University of Iowa students who identify as autistic.  Activities include individual goal setting, and assistance navigating and adjusting to campus life.  Emily (Emmy) Kuhlmann, a graduate assistant for the Academy for Twice-Exceptionality, meets with students on a weekly basis, to encourage their overall well-being and offer information regarding ways to seek appropriate supports if needed, either on- or off-campus.  She described her work with the students: “I have been working with students on individual goals to ease their transition into college student life. Some students wish to discuss organization and time management, others want to discuss stress and imposter syndrome. All are hoping to work on their goals to be successful college students – beyond the classroom.” Additionally, she added, “Goal setting and adjusting are a big part of my work. I want students to feel they can set big goals. I also encourage them to take smaller steps to reach their goals or adjust their timeline or approach if it’s not going well.” 

One current participant in the Academy for Twice-Exceptionality shared how they have found meeting with the graduate assistant to be helpful.  They shared, “Emmy helped me get through college with ideas and suggestions for what I can do better or improve on for exams, projects, and life in college, overall.”  This U of I student identified organized social events as helpful in introducing them to new people on campus, as well. 

Emmy also described the importance of a strong working relationship with students.  She stated, “with my background in counseling, I have learned that the most successful growth and change comes through the support of a strong working relationship. With each student I am working with, I try to build relationships to really get to know the students – their interests, their strengths, and their needs. It is only by understanding more of who they are that I am able to assist with individualized support to work towards their goals. This has also been the most enjoyable part of my job, as I now know many wonderful students!” 

In addition to these invaluable relationships and weekly meetings, which are supervised by a licensed psychologist, weekly seminars are designed to support University of Iowa students who are in the Academy.  More specifically, seminars were developed with input from University-wide stakeholders who share expert knowledge regarding the needs of college students who identify as autistic.  Seminars were designed by Belin-Blank Center experts in education and clinical psychology to provide instruction aimed at building important knowledge and skills for independence, social-emotional maturity, effective communication, and career readiness, Belin-Blank Center professional staff and faculty also utilize instructional strategies and accommodations to help twice-exceptional students understand the importance of gaining and using new skills, such as instruction with visuals, support in perspective taking, and peer-mediated instruction.  “It has been such an honor to be a part of developing this much-needed service,” shared Dr. Amanda Berns, a clinical psychologist at the Belin-Blank’s Assessment and Counseling Clinic, with expertise in supporting twice-exceptional individuals who identify as autistic. An integral team member in the development of the Academy for Twice-Exceptionality, Dr. Berns also indicates, “I am so excited to see the impact the Academy will have in so many young autistic people’s lives!”  

The Academy for Twice-Exceptionality is currently accepting applicants for the 2022-2023 academic year.  If you or someone you know is interested in attending the University of Iowa and participating in the Academy for Twice-Exceptionality, more information about the academy and the application can be found on the Belin-Blank Center’s website: belinblank.org/2eacademy. Questions can be sent through the website or via email at 2eacademy@belinblank.org . 

Introducing the Academy for Twice-Exceptionality

The college experience is an excellent opportunity for academic and personal growth. It is also a time that comes with unique challenges for first-year students. Academic expectations, time management, prioritization, staying healthy, and feeling disconnected are just some of the potential struggles. These areas can be more amplified and burdensome for twice-exceptional students. Twice-exceptional students have the potential for high achievement and also have one or more learning disabilities.

Twice-exceptional students are arguably an underrepresented population in gifted and talented education. Too often, this unique population is missed or denied access to programs and services for advanced learners. Experts at the Belin-Blank Center found that more than 50% of the twice-exceptional students in one study would have benefited from acceleration in school. As the number of students with learning disabilities attending the University of Iowa increases, resources and services to assist and support this population become very important.

Using its expertise in twice-exceptionality, the Belin-Blank Center is collaborating with other UI offices, including Student Disability Services, to establish the Academy for Twice-Exceptionality for individuals with high ability and Autism Spectrum Disorder (ASD) or who identify as Autistic. Too often, the school experience for twice-exceptional students is laden with walls and barriers.

The recent emphasis on inequity and injustice in schools has resulted in courageous conversations about the underrepresentation of specific populations in programs and services for advanced learners. Many times, individuals addressing the need for positive change in schools use a metaphor of mirrors, windows, and sliding glass doors. Two goals of the Belin-Blank Center’s Academy for Twice-Exceptionality are to support twice-exceptional students (an underrepresented population) and to tear down the walls and barriers facing these students, replacing them with mirrors, windows, and sliding glass doors.

Mirrors (Finding Community)
The Academy for Twice-Exceptionality aims to dispel any sense of not belonging. A group living situation in one of the campus residence halls is crucial to fostering relationships with others like themselves. Through a weekly meeting with other Academy students, individuals have a place to “see” others who are like them and are reaching for the same goal – success in college. The feelings and perceptions regarding the collegiate experience will undoubtedly be different for twice-exceptional students. Through discussions facilitated by the Belin-Blank Center staff, students will learn with and from one another about ways to address issues that arise.

Windows (Learning Opportunities)
As a world-class institution, the University of Iowa seems to have limitless possibilities for its students. The numerous options include programs and degrees, extracurriculars, campus services, fitness and wellness, and student research. With this incredible breadth of opportunities, students can become overwhelmed, especially twice-exceptional students. The Academy for Twice-Exceptionality includes individual sessions with a staff member to assist students in better navigating a large university by pointing them in the right direction.

Sliding Glass Doors (Support for Reaching Goals)
The Belin-Blank Center established the Academy for Twice-Exceptionality with one fundamental purpose. We aim to provide better access for success at the University of Iowa for students with high ability and Autism Spectrum Disorder (ASD) or who identify as Autistic. Twice-exceptional students can do great things, especially with support. The support features that are unique to this Academy help to “slide” open the door of access to all that the University of Iowa offers. Specific areas targeted include adjustment to campus life, communication, creating a sense of community, living independently, organization, self-advocacy, and setting goals. Through this Academy, we are committed to opening the University of Iowa’s “door to possibilities” and walking alongside students through it.

We are confident that the Academy’s combination of well-planned support structures and regular communication with families converts the goal of success in college to reality for twice-exceptional students. Mirrors, windows, and sliding glass doors are commonly found in a home. This Belin-Blank Center Academy strives to create a “sense of home” for twice-exceptional students at the University of Iowa.

Are you interested in finding out if the Academy for Twice-Exceptionality is the right match for you? The Belin-Blank Center would love to share more with you. Contact us today to connect and start the conversation.

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Belin-Blank Summit on the Neuroscience of Twice-Exceptionality

Thank you to Bethany Erickson for this guest post about her experience at last month’s Summit on the Neuroscience of Twice Exceptionality. If you would like access to the recorded event, register by July 1 at belinblank.org/summit.

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After attending the Summit on the Neuroscience of Twice-Exceptionality, I am in awe and inspired.

I am in awe of the professionals who spoke: their expertise, experience, research and heart that came through their presentations. As a classroom teacher, I didn’t really know anything about neuroscience before this summit. Now, I wonder how can teachers be teachers without knowing more about how the brain works and learns.

The adage that ‘you don’t know how much you don’t know’ comes to mind. While learning from the presenters, three themes stood out to me over the course of the two days of lectures: the need for more collaboration, more research and more awareness to benefit twice-exceptional learners at all ages.  

Collaboration came up in almost every session.

So many of the presenters graciously gave credit to their teams and showed gratitude for the work they are able to do together. Parents talked about collaborating with educators. Students talked about the help they needed and received from their parents, medical professionals, and educators. Educators that work at the Belin-Blank Center, spoke to the importance of effectively communicating with each other as colleagues but also with parents and patients.

I was struck by several things during the student panel.

One student seemed to have had appropriate supports and interventions early on to help him cope with and understand his diagnosis. Another student didn’t find out about Autism Spectrum Disorder until later and had a harder path with fewer and later support services. Even so, both have found success and a way to overcome their difficulties by using their strengths and talents, which was another clear message from many sessions.  

I was impressed with how much these students could bravely tell us and it reminded me of the importance of knowing each individual.

I will be working with high school students for the first time next school year, and hearing the student panel reminds me that they are just looking for someone to listen and see them as a person, not just their diagnosis.

Another lesson on the importance of collaboration came from the parent panel.

The three moms on the panel gave such heartfelt and honest advice that I, as a teacher, will not forget. I wish more teachers could hear their stories. It stuck with me when they agreed that some of their most helpful teachers were the ones who admitted to not knowing about twice-exceptionality (2e), but being willing to learn along side them and see their child for more than just their behaviors or diagnosis.

I was so moved by the mom who explained what it felt like to drop off her son at a Belin-Blank Center summer program, and how it felt for her to know, for the first time, that he would be okay there without her because of the supports in place.

It made me think how much more school systems need to do for 2e students and parents to make school a safe place for them as well. A safe place where they can trust educators to be accepting of their talents and their challenges.

For students and parents to find schools as a welcoming and supportive environment for twice-exceptional students, teachers need to be made aware of 2e characteristics, talents, needs and challenges. It came up in the parent and student panel that they wished more people knew 2e students existed. As a teacher looking back, I can now think of several former students that were likely twice-exceptional, but I didn’t have the knowledge or resources at the time to help them.

This summit has given me an awareness that I am so grateful for.

The need to bring awareness to educators was mentioned in the student and parent panels. It was interesting to hear from the two teachers who were on the parent panel, as they shared how much they didn’t know as teachers until experiencing 2e as a parent. I wonder how many behavior issues could be prevented or diminished by addressing the needs of the students that are not being met due to undiagnosed neurodevelopmental disorders.

Before the summit, I was aware that students could have multiple diagnosed disabilities, but I didn’t know the symptoms, characteristics, talents and challenges. 

The research shared during the summit was so above and beyond what I expected.

An abundance of statistics, charts, graphs, and studies that all represent individual people and families, as one presenter pointed out.  Even in the midst of so much research, the case was continually made for how much more research is needed, all the things scientists still don’t know and want to know in order to better serve and accommodate for neurodiverse learners.

I was moved by how many presenters shared stories of their own children who have been diagnosed as twice-exceptional, and how that personal connection motivates their work.  

As I evaluate how this summit will affect my role as an educator, I hope it is by improving my collaboration with others – parents, students, colleagues, medical professionals, etc. I also hope it will affect my role as a talented and gifted teacher by granting me an awareness to help me see students that may need special education and gifted education services. Or notice characteristics of students that may come from having an indivisible disability and helping them to feel seen.

Experiencing this summit will help me bring an awareness back to my coworkers of what twice exceptionality is and how we can work together to find ways to support those learners and their families.

Message from the Director: Blue Sky Beyond

by Dr. Susan Assouline, Belin-Blank Center Director

“Even when the sky is filled with clouds, the sun still shines above.”

Janet Donaghy

This sentiment strikes me as an apt description of our personal and professional lives during the past year.

We experienced literal clouds with the August 2020 derecho. We saw the figurative dark clouds of social injustice through systemic racism and health and economic disparities.  Yet, our university’s campus leadership steered our students, faculty, and staff through the clouds of the past year.

Through it all, they never lost sight of the notion that the sun still shone above.

We discovered not only blue sky beyond the clouds of lockdown but many silver linings.

We stayed connected through Zoom meetings. We stepped up with creativity and resiliency to convert our on-site services and programming to online opportunities. We collaborated to create new, innovative programs and services.

Last April, it seemed daunting to sustain our mission without one of our most visible services: summer student programs.  Yet, our team of creative and dedicated professionals committed to providing students the specialized programming for which the Belin-Blank Center is known.

The student programming team re-imagined opportunities for K-12 students, which have been available throughout this past year. To do our part to help end the COVID-19 pandemic, we have moved our signature high-school residential programs online this summer. While a bit different from our traditional on-campus experiences, our team has worked hard to create impactful programming that students will remember for a lifetime.

Our excellent Assessment and Counseling Clinic professionals continued to see clients through telehealth technology.

As soon as they were able, with appropriate safety protocols in place, they resumed in-person assessments and have been conducting these for nearly a year.  We have even added new services and hired two new licensed psychologists, Dr. Amanda Berns and Dr. Katie Schabilion.

Professional learning opportunities had already transitioned to online learning over the past several years and were well-positioned to continue. In addition to the many courses and workshops planned, we will host an online Advanced Placement Summer Institute. Additionally, individuals attending the upcoming Summit on the Neuroscience of Twice-Exceptionality can earn a semester hour of credit for the course associated with it.

By being online, the Summit will share crucial research with many more people throughout the world. Because we will record each presentation, a broader group of people will have access to the knowledge for a longer time.

Photo by Sunsetoned on Pexels.com

During this year of unprecedented challenges, UI President Bruce Harreld and his leadership team demonstrated excellent governance. The College of Education (our academic home) also offered significant leadership during the pandemic.

President Harreld’s service to the campus and the state gained admiration because he fostered transparency and shared governance. People appreciated his service as a staunch supporter of public universities, recognizing their importance at both a state and national level. President Harreld has served our campus for five years. When he announced last fall that he planned to retire, new clouds of uncertainty about the future appeared on the horizon.

Now those clouds have dissipated.

The University of Iowa expects to announce its 22nd President later today (update). We are looking forward to working with new leadership to move into the future. We also wish President Harreld and his wife, Mary, the best as they embark on this next phase of their lives.

Today, the sky is blue.

Opportunities for students, educators, and families seem unlimited.  We know there will be clouds again, but we will find new opportunities to be supportive and collaborative when they appear.

We will remember that there are silver linings and blue sky beyond.

Strength-Based, Talent Focused Learning

Thank you to Marcy Dann, M.A. for writing this guest post!

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Families who have been provided with assessment services at the BBC in the past year may also be interested in a supplemental service that is being offered temporarily at a reduced rate through the Bridges 2e Center, where the motto is “Educating the Exceptional”.

The Suite of Tools™ is an assessment process to discover, organize, analyze and prioritize information for strength-based, talent focused learning. The evidence-based tools that are used have been refined at Bridges Academy, an independent school for the twice exceptional student population. These tools can lead to big changes in motivation and achievement.

The process involves having the child complete My LearningPrint™ and the Quick Personality Indicator (QPI™).  A team meeting, moderated by Marcy Dann, is held online with the parents to explore the results of their child’s Belin-Blank Center psychoeducational assessment. The meeting will include an in-depth discussion about the child’s strengths, talents and interests.

Parents will also receive a summary report with a personalized talent plan to supplement a student’s IEP, 504 Plan, folder and/or recent Belin-Blank Center evaluation. The report will include insights into when and how a particular student performs optimally, challenges to address, essential elements for learning, and the environmental conditions conducive to his or her development.

For more information, please contact Dr. Doobay at alissa-doobay@uiowa.edu.

Marcy Dann, M.A.

Marcy Dann, M.A. is a board-certified educational therapist who has been in clinical practice for over 35 years using a strength-based approach with school aged clients and their families and is a consultant at Bridges Academy, a school for twice-exceptional students in Los Angeles, California.  She relies on the parents’ perspectives when listening carefully to the vignettes they share about their child. She recognizes the academic, cognitive, social-emotional, creative and physical issues that must be addressed for students to access the curriculum and to show what they’ve learned in school and at home. Dann is currently collaborating with the Belin-Blank Center Assessment and Counseling Clinic (BBC) by providing strength-based assessments.

Summit on the Neuroscience of Twice-Exceptionality

Co-hosted by the Belin-Blank Center and the Iowa Neuroscience Institute

May 17-18, 2021
Online

Bridging psychology and neuroscience, the Belin-Blank Center for Gifted Education and the Iowa Neuroscience Institute will collaborate to bring researchers, clinicians, educators, and parents together to address the current state of research on twice-exceptionality. Part of the purpose of this interdisciplinary summit is to form partnerships with other institutions in furthering twice-exceptional research and best practice.

The summit will take place on Monday, May 17 and Tuesday, May 18, 2021. The event will be completely online and feature a variety of keynotes and breakout sessions delving into recent research’s insights into twice-exceptionality. Registrants will have access to the live sessions, as well as recordings of all presentations after the event.

How to Register

Registration is available now!

If you currently attend or are employed by the University of Iowa, email us at summit@belinblank.org to register for free.

Outside of the UI, standard registration is $145 and non-UI current students may register for $45.

A credit option is available to those who participate in the summit through PSQF:4128:0WKA – Neuroscientific Implications for Gifted Ed: Neuroscience of Twice-Exceptionality (May 20 – June 10). The Belin-Blank Center provides a tuition scholarship equal to 50% of the cost of graduate-level tuition. Whether you choose undergraduate or graduate credit, your tuition for this one semester hour of credit will be $280.). Learn more.

Speakers

We feature speakers sharing research from several different domains, including neuroscience, genetics, gifted education, special education, psychology, and psychiatry.

Belin-Blank Center – Iowa Neuroscience Institute Presenters

Members of the Belin-Blank Center and Iowa Neuroscience Institute collaborative team look forward to sharing their current work with attendees through presentations and panel discussions.

Edwin G. Abel, Ph.D.

Molecular Mechanisms of Memory Storage

Jake Michaelson, Ph.D.

Genetic Signatures of Twice-Exceptionality

Thomas Nickl-Jockschat, Ph.D.

Disrupted brain growth patterns – a key mechanism underlying autism

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Susan G. Assouline, Ph.D., Brandon LeBeau, Ph.D., and Katie Schabilion, Ph.D.

Integration of the Medical Model and Talent Development Model in Understanding 2e Students (Panel)

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Alissa Doobay, Ph.D., Megan Foley-Nicpon, Ph.D., Duhita Mahatmya, Ph.D.

From Data to Diagnosis: Complexity of Understanding 2e Students with ASD and Anxiety Disorders (Panel)

Featured University of Iowa Speakers

Lane Strathearn, Ph.D.

Epigenetics and Social Experience in Autism: Discovering Modifiable Pathways for Intervention

Hanna Stevens, Ph.D.

Neurodevelopmental disabilities and striatum: insights from mentoring smart trainees

Dorit Kliemann, Ph.D.

Brain Networks in Autism

Seth King, Ph.D.

Interdisciplinary Collaboration in Research for Individuals with Multiple Exceptionalities

For a full list of speakers and topics, be sure to check out our webpage. We hope to see you in May!

Register Now

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Summit on the Neuroscience of Twice-Exceptionality

A New Face at the Belin-Blank Center

We are excited to welcome a new staff member!

Dr. Amanda Berns is a Licensed Psychologist who is joining the clinical staff in the Assessment and Counseling Clinic. She attended the University of Iowa while obtaining her Bachelor of Science in Psychology, Education Specialist, and Doctor of Philosophy in School Psychology. Dr. Berns gained experience working in schools, outpatient clinics at the University of Iowa Hospitals and Clinics, the local homeless shelter, and children’s homes through the Early Access Autism Resources Team at Grant Wood Area Education Agency. She also completed an iLEND fellowship and externships at Nisonger Center and St. David’s Center.

Dr. Amanda Berns, Licensed Psychologist at the Belin-Blank Center’s Assessment and Counseling Clinic

For two years in graduate school, Dr. Berns held an assistantship providing mentorship to talented and gifted college students at the Belin-Blank Center, as well. Dr. Berns attended a predoctoral internship at Devereux Advanced Behavioral Health and a postdoctoral fellowship at The Counseling Center of Nashua. She also worked in public schools as a traveling school psychologist and Autism Consultant, and outpatient settings at Wisconsin Early Autism Project (WEAP).

Besides having a wealth of clinical experience across these settings, Dr. Berns has particular expertise in assessment and intervention services for individuals with Autism Spectrum Disorder (ASD). In particular, her research background is in the social-emotional experiences of those who are twice-exceptional. She is excited to join the Belin-Blank Center’s Assessment and Counseling Clinic, where she is conducting twice-exceptional evaluations and providing counseling services.

Be sure to check out all of the clinical services we provide in our Assessment and Counseling Clinic. If you are interested in scheduling an appointment or requesting more information, you can do so here!

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! 

Let’s Talk 2e Virtual Conference for Educators

Please join us at the Let’s Talk 2e virtual conference for Educators launching January 25, 2021 and then remaining EVERGREEN allowing you forever-access. To register click here.

The conference brings together expert speakers addressing topics for teachers to utilize in their virtual, hybrid and in-person classrooms within four strands:

• Understanding 2e
• Classroom Strategies
• Cultural Diversity
• Clinical Considerations

Our own Drs. Megan Foley-Nicpon, Alissa Doobay, and Katie Schabilion will be among the presenters!

If you’re a parent – this conference is an excellent teacher gift!

Along with 25 presentations attendees will enjoy:

• Free Gifts from every speaker
• A Companion Conference Planner
• A Full Exhibitor Hall (with opportunities for prizes)
• Community Building and Live Events in our Facebook “Teachers’ Lounge”
• The Opportunity to earn Credit and Contact Hours from various states, schools and associations

We hope you’ll join us! https://www.withunderstandingcomescalm.com/~access/a1c1076f/

Let’s Talk 2e! Virtual Conference for Parents

Have you heard about Let’s Talk 2e! virtual conference? Launching for FREE on August 19-21, this conference (formerly known as “2 Days of 2e”) is for parents of twice exceptional children to learn about:

• Managing Transitions
• Spiritual giftedness
• Strategies to address and relieve stress
• Homeschooling
• Alternative educational placements
• Education Strategies
• Identifying learning styles
• Emotional Regulation
• Communication
• Culturally diverse learners
• Strategies to address trauma
• Bullying
• Neurodiversity
• Giftedness and Autism
• Connecting personality and learning styles
• Technology tips for your 2e learner
• Launching your 2e child

Gain free access for 24 hours and then the option to purchase an ALL ACCESS PASS, which includes speaker gifts for you, audio files, and a live Q/A session with speakers!

Don’t miss our own Drs. Alissa Doobay, Megan Foley-Nipon, and Katie Schabilion’s session, “Twice Exceptionality: The Intersection of Giftedness and Autism” on August 20. And check out the rest of the incredible line-up below.

We hope you’ll join us! Register here.

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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.

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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.

Message from the Director: Springtime Renewal Extends to Gifted Education through Javits Grants

Conducting research focused on gifted education and talent development is central to our mission. The Belin-Blank Center’s Acceleration Institute, featuring A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students (2015), is a prime example of how gifted education research assists educators and policy makers in better understanding and developing the talents of bright students. While gifted education research has had many advocates, there were perhaps none whose reach has extended quite as far as Jacob K. Javits.

Q: Who was Jacob K. Javits and what does he have to do with gifted education?

A: In 1988, the U.S. Congress passed the only federal legislation for gifted and talented education. It was named in recognition of its primary advocate, Jacob K. Javits, a long-serving Congressman (R-NY, 1947-1954) and Senator (R-NY, 1957-1981). As the National Associated for Gifted Children explains, the “purpose of the Jacob Javits Gifted and Talented Students Education Act is to orchestrate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools to meet the special education needs of gifted and talented students.” Javits grants typically focus on students who are traditionally underrepresented in gifted and talented programs, and the Javits Act provides opportunities to better understand best practices in gifted education.

Q: How does the Javits Act fit into current federal legislation for education?

A: Federal legislation for education has existed for more than 50 years (first passed in 1965 as the Elementary and Secondary Education Act, ESEA; currently known as the Every Student Succeeds Act, ESSA). Ten years later, special education programs became mandatory with the 1975 passage of the Education for All Handicapped Children Act (re-authorized and re-named the Individuals with Disabilities Education Act, IDEA, in 1990). The original IDEA legislation was an essential mandate to ensure that every student had the right to a free and appropriate public education in the least restrictive environment. IDEA protects society’s most vulnerable individuals, which is essential to any society.

Q:  What does ESSA or IDEA have to do with gifted students?

A: Importantly, when the 1990 IDEA was re-authorized in 2004, there was – for the first time – recognition that gifted and talented children may also have diagnosed disabilities or disorders. These students are referred to as “twice-exceptional.” Shortly thereafter, when the 2005 request for proposals for Javits Grants was issued, the Belin-Blank Center and the Iowa Department of Education submitted a proposal to further investigate a specific group of underrepresented students, those who are twice-exceptional. That proposal was funded, thus launching our work in the area of twice-exceptionality and significantly impacting the field.

Q:  Has the Belin-Blank Center been awarded other Javits grants? 

A: Yes! We were awarded a second Javits grant in the late 1990s to investigate gifted and talented students attending alternative schools. Most recently (2017), the Belin-Blank Center and the UI College of Education were awarded a third Javits grant to explore the effects of a talent development model along with a career intervention program on underrepresented gifted students.

Q:  How much funding is available from the Javits Act?

A:  The short answer is, “not that much.” This is a true statement in absolute terms, as well as relative to other education initiatives. Since 1988, annual funding has varied from $5 million to $12 million, which is about 1 to 2 cents for every $100 spent on education. In 2013, no funding was available and in 2011 and 2012, there were no new awards presented. It is important to know that, even at the modest levels at which monies are allocated, Congress must reauthorize funding for the Javits Act each year.

Every year, the Javits funding is tenuous. However, the impact of Javits awards on participating students, teachers, and schools is far from tenuous. We have experienced the positive impact first hand.

In addition to the Javits demonstration and scale-up grants awarded to states, there is periodic funding for a national gifted and talented center. The original Javits legislation funding in 1988 resulted in the establishment of the National Research Center on Gifted and Talented ([NRC/GT]; 1990-2013), housed on the University of Connecticut campus.  After the funding was re-established in 2013, the National Center for Research on Gifted Education (NCRGE), also on the University of Connecticut campus, was established. Current Javits funding supports the NCRGE, which offers a prolific research agenda. Most recently, researchers presented an impressive study investigating the (mis)alignment of identification for gifted programming and the content of the programming. This NCRGE research project, in addition to three other relevant projects, was reviewed in a recent Education Week article, “4 Ways Schools Help or Hinder Gifted Students,” by Sarah D. Sparks.

There is no shortage of excellent research in the field of gifted education, and we are grateful that the Javits Act has advanced the field in significant ways over the past 31 years. We are also grateful that we have had a role in that advancement. We look forward to continuing to contribute to a broad research agenda and collaborating with teachers to improve programming for gifted students.

Hope springs eternal for continued funding to support this important research!

New Network for Parents of Twice-Exceptional Students

A new group has been organized in the I-380 corridor to provide an informational support network to parents and educators of twice-exceptional (2e) learners.

Understood.org has partnered with Amanda Freese to offer monthly meetings that provide information about strength-based advocacy for 2e individuals as well as resources and services related to enrichment academic opportunities and learning and attention challenges.

The group meets on the third Tuesday of each month from 6:30-8:00 p.m. Odd monthly meetings are held in North Liberty and even monthly meetings are held in Cedar Rapids. The April meeting, “Building a 504/IEP Success Binder Workshop,” is scheduled for Tuesday, April 17 at Grant Wood AEA.

In addition to the monthly meetings, a Facebook group has been established to help parents and educators connect and collaborate. To join the Facebook group, please visit https://www.facebook.com/groups/487101151673454/.

Further questions can be directed to Amanda Freese at Amanda_Freese@hotmail.com.

Message from the Director: The 4 “D’s” of Working With Highly Able Students

To fulfill our mission of “empowering and serving the gifted education community through exemplary leadership in programs, research, and advocacy,” the Belin-Blank Center relies on a 4-D service delivery model:

• Discover individuals with high ability in a talent domain;
• Develop the talent domain;
• Describe, through research, the characteristics of individuals with high ability;
• Disseminate, through writing and presentations, the results of our research and services.

Some months, it seems as though the Belin-Blank Center administrative staff and faculty are “disseminating” material on an almost daily basis.  Since the fall semester began, we have offered presentations both near (in the Blank Honors Center and on the UI campus) and far (Columbus, Ohio, at the Ohio Association for Gifted Children Conference).  Just a few days ago, the Belin-Blank Center administrative team disseminated our message at the Iowa Talented and Gifted Conference in Des Moines, and in early November, we’ll give more than a dozen presentations at the National Association for Gifted Children Conference (NAGC) in Indianapolis, IN.  In this issue of Vision, you’ll also read about five upcoming international presentations or workshops (The Netherlands, The Philippine Islands, Portugal, Australia, and India) that will be provided by Drs. Assouline, Croft, or Colangelo.

Of course, there is a lot of buzz, and a great deal of work, associated with the forthcoming Wallace Research and Policy Symposium (March 22-25, 2013).  Registration is now open!

Other “dissemination” products include the Gifted Child Quarterly special issue on twice-exceptionality, guest edited by Associate Professor Megan Foley Nicpon.  Usually a peer-reviewed journal is only accessible to the members of the professional organization; however, through the end of December, NAGC has made the special issue available for free download at http://gcq.sagepub.com/content/current.  In addition to the special issue on twice-exceptionality, NAGC has three new books on the core curriculum and gifted students including A Teacher’s Guide to Using the Common Core State Standards with Mathematically Gifted and Advanced Learners, co-authored by Professors Susan K. Johnsen, Gail R. Ryser, and Susan G. Assouline.

Stay tuned for the iBook release of Volume 1 of A Nation Deceived as well as the second edition of Packet of Information for Professionals (PIP-2), a comprehensive booklet that addresses the complex learning and socialization needs of high-ability students with an autism spectrum disorder (ASD), a specific learning disorder (SLD), or an attention deficit hyperactivity disorder (ADHD).

These dissemination products take a great deal of time and energy, but they are well worth the effort because they are so important in fulfilling our mission.  None of this would be possible without the tremendous commitment of the team of professionals – our faculty, administrative and clerical staff, and our undergraduate and graduate students.  I thank our staff for their dedication to serving high-ability students, their families, and the professionals who serve them.

B-BC Well-Represented in Journal of Applied School Psychology

The October-December 2011 Journal of Applied School Psychology was a special issue focusing on school psychologists who work with gifted students.  The issue was co-edited by the Belin-Blank Center’s Megan Foley Nicpon (who also co-authored the introduction to the issue).  Also in the special issue is an article on twice-exceptionality and its implications for school psychologists by the Center’s Susan Assouline and Claire Whiteman.