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The Yale Center for Dyslexia & Creativity (YCDC) is the preeminent source of cutting-edge research, informed advocacy and trustworthy resources to help those with dyslexia reach their full potential. The Center’s tools and resources are used widely by parents, educators and those with dyslexia to advocate for greater recognition and support for dyslexic children and adults. YCDC builds awareness in all communities and mobilizes grassroots efforts to close the reading achievement gap for all students, including low-income students of color, through policies that help dyslexic children succeed. The Center also showcases the remarkable success stories of adults with dyslexia, including writers, scientists, celebrities, and government and business leaders. YCDC was founded in 2006 by Drs. Sally and Bennett Shaywitz, world-renowned physician-scientists and leaders in the field of dyslexia research and diagnosis. Dr. Sally Shaywitz is the author of Overcoming Dyslexia, the seminal book on understanding and supporting those with dyslexia.

This article by Paula Olszewski-Kubilius provides many of the questions that must be considered by a student and his/her parents before deciding on early college. The author provides information about the experiences early entrants have had with early college and the risks and benefits of taking this option as well as alternatives to early college. It also includes sections on who should consider early college entrance, as well as alternatives to consider.

thinkLaw exists to create a world where critical thinking is no longer a luxury good. They help educators teach critical thinking to all students, not just the highest achieving ones at the most exclusive schools. Rote memorization and spoon-fed learning will not prepare young people for the rapidly changing workforce that awaits them.
This is why thinkLaw increases educational equity by giving all students access to critical thinking. They do this through their award-winning curriculum that uses real-life legal cases in upper grades and fairy tales and nursery rhymes in lower grades as a hook to unleash the critical thinking potential of all students and powerful professional development that helps educators apply rigorous inquiry strategies that help them transform from asking “what” and “how to” to “why” and “what if.”

TiLT Parenting is an online resource created by a mother of a twice-exceptional child to help herself and other parents navigate raising a gifted child, specifically those with ADHD, learning differences, anxiety, autism, etc. TiLT hopes to create an online community for the parents of gifted and neurologically atypical children through their blog and weekly podcast, as well as to help parents stay informed on the latest research regarding gifted and twice-exceptional children.

Caralee Adams of Scholastic provides five strategies to meet the needs of students who are brilliant but bored in the classroom.

This book, edited by cognitive psychologist Scott Barry Kaufman, provides cutting-edge, evidence-based approaches to creating an environment where twice-exceptional students can thrive. Viewing the 2e student as neither exclusively disabled nor exclusively gifted, but, rather, as a dynamic interaction of both, leading experts offer holistic insight into identification, social-emotional development, advocacy, and support for 2e students.

This free handbook, published by the Colorado Department of Education, goes over the strengths and challenges of twice-exceptional students, how to identify such students, programming and instructional strategies, parenting tips, case studies, resources and more.

In this artcile, Sally M. Reis, Ph.D. and D. Betsy McCoach share their research about twice exceptional talented students who underachieve and provide suggestions about potential interventions.

Understanding Our Gifted is a quarterly journal published by Connective Ventures LLC. Though many of the writers are affiliated with universities, UOG is not an academic journal.  The readers of this publication are teachers, parents, and counselors of high ability students, in the United States and around the world. Through this publication, UOG seeks to help adults better understand the academic and psychological needs of these students.

Dr. Jim R. Delisle’s follow-up to the best-selling “Parenting Gifted Kids: Tips for Raising Happy and Successful Children,” this new edition focuses on the social and emotional aspects of giftedness, highlighting new information on the issues of perfectionism, self-advocacy, underachievement, mindfulness, and the impact of technology on gifted kids’ relationships. The book also features a section on life beyond college, for those readers whose children are no longer children.

Cognitive psychologist Scott Barry Kaufman—who was relegated to special education as a child—offers a new way of looking at intelligence. He explores the latest research in genetics, neuroscience, and psychology to challenge the conventional wisdom about the childhood predictors of adult success, arguing for a more holistic approach to intelligence that takes into account each individual’s abilities, engagement, and personal goals. Combining original research and a singular compassion, Ungifted increases our appreciation for all different kinds of minds and ways of achieving both personally meaningful and publicly recognized forms of success.

Unwrapping the Gifted is a blog written by Tamara Fisher, published by Education Week. Fisher is a K-12 gifted education specialist and uses her blog to discuss news and developments in the gifted education community and to offer advice for teachers working with gifted students.

This section of VeryWell Family addresses numerous questions and challenges associated with having a gifted child. It contains resource lists, ways to nurture your child’s talents, and articles about how to respond to many potential real-life situations, such as how to avoid arguments with gifted children.

Monique Lloyd of Hoagie’s Gifted gathers stories of gifted and talented parents. Each includes the problem, options, solution, and result so that parents can learn from one another’s experiences.

This book by Judy Galbraith, M.A. and Jim Delisle, Ph.D. offers practical suggestions for addressing the social and emotional needs of gifted students. The authors present ways to advocate for gifted education; help gifted underachievers, perfectionists, and twice-exceptional students; and provide all gifted kids with a safe, supportive learning environment.

Advocating for a child who learns differently can sometimes feel like an isolating and daunting task. This book reminds families that they are not alone. When Your Child Learns Differently is a compassionate guide that:

  • Helps families navigate special education services from the inside out.
  • Offers targeted advice to families of children with a wide range of disabilities and challenges.
  • Shares valuable information about special education language, policy, procedures, and supports.
  • Reminds families that they are the most important advocates in their child’s success plan.
  • Draws on the author’s experiences as both a parent and special education teacher.

Accessible and encouraging, this guide humanizes the journey of caring for children who learn differently. Readers will leave the book empowered with practical policy knowledge and energized by the belief that, with love and high expectations, almost anything is possible.