During a visit to Laguna Beach tide pools, a parent describes discovering a lone fish then a school of fish, which inspired her son to write a spontaneous short story. The post encourages parents to expose children to new experiences, as inspiration can arise unexpectedly and foster creativity.
This post outlines simple, daily ways parents and teachers can integrate social-emotional learning (SEL) into children’s routines. Strategies include morning greetings, journaling, class meetings, art activities, responsibilities, problem-solving practice, collaboration, positive self-talk, mindfulness, and fostering a growth mindset to support resilience.
This article explains how parents can help twice-exceptional (2e) children build frustration tolerance by developing emotional self-awareness, encouraging healthy expression, teaching breathing and calming techniques, giving emotions a voice through journaling or naming, and mapping physical cues to interrupt escalation.
Author urges parents of twice-exceptional (2E) children to value effort and daily progress rather than focusing only on outcomes. Celebrating perseverance, small steps, and consistent practice builds confidence and prepares children for adulthood, recognizing growth in routine tasks and long-term therapy or practice.
Using U2’s ‘Running to Stand Still’ as metaphor, the author reflects on parenting twice-exceptional children: the waking realization of persistent struggles, frustrations with schools and society, and the need for advocacy. Parents learn to protect self-esteem, reframe differences as strengths, and seek environments that nurture their children’s gifts.
An educator recounts revising a fourth-grader’s IEP to recognize her twice-exceptional profile. By integrating accommodations with creative development and advanced math opportunities, the revised plan fostered the student’s strengths, improved reading outcomes, and established programs like a creative math club to support talent alongside remediation.
This article guides parents of gifted and twice-exceptional children in finding appropriate educational environments. It recommends asking targeted questions about identification, staff empathy, social-emotional support, curriculum and teaching approaches, and ensuring culturally competent assessment and ongoing staff development to meet each child’s unique needs.
Parents of twice-exceptional (2e) children often hear contradictory labels — brilliant yet disruptive, empathetic yet unaware. These mixed perceptions shape behavior: negative expectations can prompt self-sabotage, while understanding, appreciation, and support encourage effort, participation, and confidence, helping the child meet expectations and succeed.
This post urges compassion for children with invisible disabilities like ADHD and recommends proactive supports rather than punitive discipline. It presents the PRAISE mnemonic—personal connection, reframe, anticipate, incentives and choices, sense of humor, exercise—and practical strategies to build skills, self-esteem, and positive behavior.
The article examines the apparent rise in twice-exceptional (2e) students—children with high intellectual potential and disabilities—considering research, changes in assessment and identification practices, and environmental factors such as diet. It highlights diagnostic challenges, possible over-identification, and the need for awareness, support, and further study.
