Panel: The How and Why of Talent Development Programs for Twice Exceptional Students

Talent development experiences have been shown to be a powerful intervention for twice exceptional learners (Reis et al. 2022; Baum et al., 2021). Self-determination theory (Deci and Ryan, 1985. Ryan & Deci, 2017) and Gagne’s differentiated model of talent development provide are useful framework for understanding the power of talent development with this population of bright neuro-diverse students (2019, 2004, 2020). The panel will use these frameworks to describe three programs at Bridges Academy purposefully designed to develop students’ interests and talents from fourth through twelfth grade.