This session will provide a brain-based discussion of these two over-lapping sets of labeling (gifted & disability), explore this complicated interplay, and provide practical strategies that teachers can use to help a child develop their gifted abilities while mediating for issues created by disability.  Working with twice-exceptional children requires an understanding of how these combinations of neurological, emotional, and learning characteristics can both help and hinder the talent development process. 

Participant goals:

· Describe the needs of twice-exceptional students to other 

professionals.

· Describe how to differentiate instruction for academic and social emotional needs of twice-exceptional students.

· Practice collaborative lesson planning to prepare classrooms for twice-exceptional students.