{"id":1271,"date":"2021-06-21T11:56:21","date_gmt":"2021-06-21T16:56:21","guid":{"rendered":"https:\/\/worldgifted2021.com\/?page_id=1271"},"modified":"2023-08-04T19:42:28","modified_gmt":"2023-08-04T19:42:28","slug":"on-demand-sessions","status":"publish","type":"page","link":"https:\/\/world-gifted.org\/Conferences\/wcgtc23\/on-demand-sessions\/","title":{"rendered":"On-Demand Sessions"},"content":{"rendered":"\t\t
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On-Demand Sessions<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Below is a tentative list of on-demand sessions that will be available at the virtual World Conference.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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242 “Lean on Me” – Parental Advocacy and Support<\/strong><\/p>

Brenda\u00a0Martin
State Advisory Council of Gifted and Talented Education
United States<\/p>

Participants will be offered insights into various challenges facing gifted students, considerations for advocacy and support learned or experienced as a parent and advocate. They will gain information on what to include in their student’s portfolio and understand what differentiated instruction is and how they can help use that information at home. We will review some best practices in gifted education, equitable identification screening, and reasons for disparities. We will look at global principles for professional learning to better understand how the teachers are preparing to help our gifted children.<\/div>
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249 \u201cI Can Do Hard Things\u201d The Essentiality of Optimal Struggle for Very Young Gifted Children<\/strong><\/p>

Lisa\u00a0Wright
Teachers College, Columbia University
United States<\/p>

Alexandra\u00a0Luciani
Teachers College, Columbia University
United States<\/p>

The gifted preschoolers immersed in their university play based lab school embody great capacity. When optimal struggles arise, the children draw on tools intentionally embedded in the curriculum. Teachers observe, may scaffold, or witness a child\u2019s purposeful work. Culturally responsive picture book biographies illuminate struggle stories, learner agency is cultivated, and community circle gatherings reflect on successes, the exchange of ideas, and conversations about courage and risk taking. This work is critical as children grow self efficacy, identity, and self regulation. As one preschooler exclaimed, \u201cI am frustrated but I can do hard things!\u201d A gift for a lifetime.<\/div>
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85 700+ Gifted Voices: What Are They Telling Us?<\/strong><\/p>

Deb\u00a0Douglas
GT Carpe Diem, LLC
United States<\/p>

As we work to assure equity in our gifted programming, there is much the students themselves can teach us. Their lived experiences impact our practice in multiple ways. Hear what 703 gifted learners from across the USA had to say about their education and discover ways to use your own students\u2019 input to improve services in your schools.<\/div>
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111 A \u2018Narrow and Deep\u2019 Science Curriculum to Foster High Order Thinking in Gifted and Talented<\/strong><\/p>

Lindsey\u00a0Onusko
Country Day World School
United States<\/p>

Science learning goals can be scaffolded into targets according to levels of cognition. Giving students specific, actionable goals provides the framework for depth of content. With this model of curriculum development, students move beyond the scientific content to analyzing, applying, inferring and using knowledge. Developing these higher order thinking skills beyond the content is critical in gifted and talented education. This session will provide specific examples of learning goals and targets in a high-level middle school science program. Attendees will understand the benefits of a \u2018narrow and deep\u2019 approach to science while learning how to write actionable statements.<\/div>
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68 A Best Practice Approach to Occupational Therapy for Twice-Exceptional Children<\/strong><\/p>

Mariza\u00a0Ferreira
The OT Company
Australia<\/p>

Rebecca\u00a0Howell
Nisai Education Trust
United Kingdom<\/p>

A solid evidence base and experience working with twice-exceptional children has enabled the development of a best practice approach to occupational therapy for twice-exceptional children, in particular those with sensory processing differences. Traditional approaches have limited success with twice-exceptional children due to their asynchronous profile. The Golden Nuggets foundations and the DME-C building blocks boost the effectiveness of occupational therapy for this group. This session will give information about this best practice approach, the foundations and the building blocks, together with brief case studies about how these work in practice.<\/div>
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176 A Creative Future: Counselling Program for Gifted Adolescents in Paraguay<\/strong><\/p>

Maureen\u00a0Montania
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Alexandra\u00a0Vuyk
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Liz\u00a0Barrios
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Andrea\u00a0Yubero
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Students who are creatively gifted tend to avoid traditional, linear careers. When society expects them to choose one path, their high openness to experience, combined with their multipotentiality, presents a serious challenge. They frequently change paths with no end destination, and the job market’s uncertainty eventually discourages them. This is the case of talented students in Paraguay. To address the issue, we replicated a well-known creative career counseling method for gifted students by creating a camp for gifted teens to take state-of-the-art tests and workshops to explore possible life paths that match their personality, interests, values, talents, and potential. The Counseling program replicated is a specialized vocational guidance that has scientific evidence in helping gifted students establish their goals.<\/div>
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43 A Prismatic Approach to Support Gifted LGBTQ+ Youth<\/strong><\/p>

Kali\u00a0Fedor
Commonwealth University of Pennsylvania – Bloomsburg Campus
United States<\/p>

Ciminy\u00a0St. Clair
Pennsylvania Association for Gifted Education
United States<\/p>

Cultivating a supportive environment for our LGBTQ+ youth is more critical than ever post pandemic. Learn how to design safe spaces with allies in your school, analyze your own beliefs, test your knowledge of LGBTQ+ terminology, and construct a plan of action to get started in your own home, school, and community.<\/div>
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133 A Study on Leadership Situational Performance of Student Cadres in the Upper Elementary Grades<\/strong><\/p>

Ting-Ya\u00a0Yang
Hsinchu City Dong Yuan Elementary School
Taiwan<\/p>

Wei-Ren\u00a0Chen
National Taiwan Normal University
Taiwan<\/p>

Cheng-chien\u00a0Chen
National Chiayi University
Taiwan<\/p>

Chen-Ming\u00a0Chen
National Kaohsiung Normal University
Taiwan<\/p>

Yung-Hsiang\u00a0Chen
National Chiayi University
Taiwan<\/p>

The main purpose of this study was to develop a situational performance observation form for evaluating student cadres\u2019 talents in leadership based on the identification regulations in Taiwan.<\/div>
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46 Acceleration in Action: An Australian Case Study<\/strong><\/p>

Sarah\u00a0Bond
The Southport School
Australia<\/p>

This instrumental case study begins with an overview of the literature as it relates to grade-level acceleration in the Australian context. Case study elements include surveys and interviews with a school leader, teachers, housemasters, parents and students who have been accelerated at a large independent private school in Australia. Located within the bounded context of the school, this study provides rich information about the data used to identify students for acceleration (including the IOWA Scales for Acceleration and their use in the Australian context), relevant school policy documents, and feedback from stakeholder groups, with a focus on student voice.<\/div>
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201 An Exploration of Creative Problem Solving in Young Children<\/strong><\/p>

C. June\u00a0Maker
University of Arizona
United States<\/p>

A. Kadir\u00a0Bahar
University of Georgia
United States<\/p>

Fahad Suliman\u00a0Alfaiz
King Saud University
Saudi Arabia<\/p>

The purpose of this study was to (a) determine if creative problem-solving behaviors declined, stayed the same, or increased across the ages (4, 5, and 6) and (b) describe differences and similarities across the three ages and ten domains. Using the DISCOVER 456 play-based assessment consisting of developmentally appropriate, engaging activities, observers documented creative problem-solving behaviors in each domain. Across the talent areas, of the 29 behaviors selected, the percentage of 18 behaviors increased across the three years, 9 behaviors declined at age 5 and increased at age 6, and from age 5 to age 6, 4 behaviors declined.<\/div>
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110 And What Happens When We Grow Up…<\/strong><\/p>

SUSANA GRACIELA\u00a0PEREZ-BARRERA
Universidad de la Empresa
Uruguay<\/p>

Jane\u00a0Chagas Ferreira
Universidade de Brasilia
Brazil<\/p>

The quali-quantitative descriptive study here shared had a first stage started in October 2021 with 40 gifted adults, and a second one in March 2022, when 63 participants were added, aiming at collecting data on socioemotional aspects. The 103 Latin-American participants of these stages, ages 18 through 71 years old, and currently living in different countries, answered a 27-question online form. Preliminary results of the third stage of the study, now continued using a longer questionnaire, applied to gifted adults by 33 researchers from 27 countries on 4 continents, will also be shared, bringing light on relevant findings.<\/div>
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22 Applying the WCGTC Global Principles to Support Teachers\u2019 Pedagogical Content Knowledge in Professional Learning<\/strong><\/p>

Christine\u00a0Weber
University of North Florida
United States<\/p>

Emily\u00a0Mofield
Lipscomb University
United States<\/p>

Planning high-quality instruction that challenges gifted students requires that a teacher be not only knowledgeable about advanced content but also skilled in the specific methods to teach the content. As schools seek to support teachers in developing this pedagogical content knowledge (PCK), professional learning should emphasize content-specific curriculum and methodologies used within the discipline to promote the development of expertise. In this session, presenters share key considerations grounded in the World Council of Gifted and Talented Children Global Principles in Professional Learning as they apply to supporting teachers\u2019 PCK and their implications for planning and implementing effective professional learning.<\/div>
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18 Artificial Intelligence (AI): Use and Misuse by Gifted Students<\/strong><\/p>

Shirley\u00a0Farrell
Troy University
United States<\/p>

Emily\u00a0Hurst
Alabama State Department of Education
United States<\/p>

Kim\u00a0Stephenson
Huntingdon College
United States<\/p>

Explore current and future uses of Artificial Intelligence (AI) in your gifted classrooms. Learn how to help gifted students ethically use the power of AI without misusing it to complete assignments! Learn the signs of an AI-generated report. Presenters will share resources, including AI programs and an app to detect if AI wrote a paper.<\/div>
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32 Assessing & Supporting 2e Learners- Guidance for Practitioners and Families<\/strong><\/p>

Megan\u00a0Parker Peters
Lipscomb University
United States<\/p>

Assessing 2e students is no easy feat. Several assessments dedicated to highlighting these students’ unique potential must be included to provide impactful recommendations. In this session, you will learn tips for choosing or requesting assessments to best fit your 2e student. Participants will also leave with recommendations and questions to ask to ensure that their 2e students are equitably assessed and are provided with accommodations to support their growth to potential.<\/div>
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240 Attending to the Well-being of Young Advanced Learners for Supporting Marginalized Communities<\/strong><\/p>

Emma\u00a0Cho
University of Washington
United States<\/p>

Nancy\u00a0Hertzog
University of Washington
United States<\/p>

99\/100 The COVID-19 pandemic has disrupted young learners\u2019 daily routines, learning environments, and home life stability, which has impacted their mental health globally. The pandemic has also shed light on the systemic inequities affecting marginalized communities, such as students of color, lower socio-economic backgrounds, indigenous students, and emergent nations. In addition, these students have traditionally been underrepresented in gifted programs. Presenters will share resources for teachers to support their students during these challenging times. In particular, they will focus on creating learning environments in different cultural contexts conducive to supporting children\u2019s well-being with culturally responsive and sustainable curriculum and instruction.<\/div>
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157 Biliteracy as a Talent Domain for Hispanic Students<\/strong><\/p>

Keila\u00a0Moreno Navarrete
UA Little Rock
United States<\/p>

Ann\u00a0Robinson
UA Little Rock
United States<\/p>

More than 22% of students enrolled in K-20 institutions in the United States are Hispanic or Latino\/a. Many of these students are considered biliterate. In this session, participants will explore an initiative that recognizes high school students who are biliterate in the United States (Seal of Biliteracy) and examine language acquisition as a talent domain and giftedness indicator. Presenters will also share descriptive data on a national sample of biliterate Hispanic high school students from a larger study.<\/div>
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123 Broadening Giftedness through Positive Dis\/integration and Ecological Complexity<\/strong><\/p>

Robert\u00a0Schultz
University of Toledo
United States<\/p>

In this session, multi-level dis-integration and an ecological complexity approach are comingled to redefine the level of sensitivity used to understand the complex terrain of giftedness. The audience is engaged in resetting expectations and reconceptualizing theory toward a holistic view of development honoring the internal state of being and becoming that is giftedness rather than emphasizing performance outcomes.<\/div>
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114 Building Bodies of Evidence: Best Practices in Gifted identification for Underrepresented Students<\/strong><\/p>

Lindsey\u00a0Reinert
University of Denver
United States<\/p>

Vicki\u00a0Boley
University of Denver
United States<\/p>

Norma\u00a0Hafenstein
University of Denver
United States<\/p>

It is imperative that gifted practitioners consider multiple pathways to ensure opportunities for advanced learning (Plucker & Peters, 2016). Best practice suggests the use of a body of evidence (BOE) consisting of both quantitative and qualitative measures to determine if a student meets the criteria for gifted identification as well as to build a student profile of strengths and interests (CDE, 2022). Attendees will gain insight into the development of unique student learner profiles through a case study model for increasing the identification of traditionally underrepresented gifted populations used by I-REECCH, a Jacob K. Javits grant.<\/div>
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224 Building the Home-School Team to Support 2e Learners<\/strong><\/p>

Heather\u00a0Lai
Westmount Charter School
Canada<\/p>

Relationships between home and school can become strained when twice-exceptional (2e) students\u2019 needs are not adequately supported at school. 2e students often require a complex and dynamic set of supports to ensure they are able to fully engage in learning at school. Open communication and trust between home and school are essential for the 2e student\u2019s success. Join us as we share the insights, understandings and strategies we have developed to create the partnership between home and school that optimizes the 2e student\u2019s school experience.<\/div>
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161 Can Electrodermal Biofeedback Impact Honors Students’ Control of Physiological Stress Responses?<\/strong><\/p>

Luis\u00a0Orione Ferreira
University of Connecticut
United States<\/p>

This session will present frameworks and research on the role of stress and anxiety control for honors students. It will show the results of a biofeedback intervention on the control of stress physiological indicators with five honors students in the United States. Students had improvements in averages and trendlines of heart rate variability, skin temperature and electrodermal responses. None of them had average scores in the follow-up below the initial baseline averages. The treatment average impact was 0.74. Findings provide a relevant step in understanding the impact of physiologically based programs on honors students\u2019 control of stress and anxiety.<\/div>
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28 Career Guidance for the Gifted<\/strong><\/p>

Hoda\u00a0Kilani
Right Career Fit
Canada<\/p>

Combining gifted and career development theories, this presentation inspires caregivers to engage in post education conversations among gifted youths. The world of education is changing. Students are now given the opportunity to choose courses and design educational programs. Post COVID, the world of work has seen unprecedented and unexpected transformations empowering employees to choose the place, hours, and style of work. Whether completing high school or university, many gifted youths find themselves uncertain of their next steps. Career conversations need to happen sooner rather than later. Get engaged in offering career support to gifted youths who are pondering their post education route.<\/div>
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101 Caring Approaches to Young, Gifted Music Learners\u2019 Education: Is There any Evidence?<\/strong><\/p>

Guadalupe\u00a0L\u00f3pez-\u00cd\u00f1iguez
University of the Arts Helsinki
Finland<\/p>

This presentation critically examines the lack of systematic research concerned with caring approaches to the development and education of gifted young music learners \u2013 as identified in a recent PRISMA literature review on the topic. The presentation highlights the need for further research that is built on theoretical frameworks that can compare what is evident in studies of gifted young musicians with other highly demanding forms of specialisation. A much broader approach that links this knowledge with broader concerns such as human rights, ethics of care, and responsibility and laws might protect highly gifted youth who are vulnerable.<\/div>
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219 Comparison of Motivation Scores of Students with Different Mathematics Ability Levels<\/strong><\/p>

Mehmet\u00a0At\u0131lgan
U\u015fak University, Faculty of Education
Turkey<\/p>

\u015eule\u00a0G\u00fc\u00e7yeter
U\u015fak University, Faculty of Education
Turkey<\/p>

This study aimed to compare the motivation scale scores of eighth-grade Turkish students (N=241) at different ability levels according to the TIMSS 2019 mathematics test. Data were analyzed using Kruskal-Wallis H and Mann-Whitney U tests. The motivation scores of the high-ability group were significantly higher than the motivation scores of the other two groups. At the same time, there was no significant difference between the motivation scores of the medium and low-ability groups. It can be said that the findings support the view of Renzulli’s three-ring theory that highly gifted individuals have higher motivation<\/div>
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64 Compassion, Motivation, and Poise: Building Social-Emotional Skills in Gifted Students<\/strong><\/p>

Julie\u00a0Bradhsaw<\/p>

United States<\/p>

Participants in this session will receive practical daily lessons and structure to efficiently build social emotional skills and community with gifted students. These lessons may be used in individual, small group, or whole group both in-person or remote-learning environments. This daily plan was born from the marriage of research with the demanding experience of teaching during the pandemic.<\/div>
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192 Conceptualizing Giftedness through Positive Psychology: Identification of Diverse Youth with High Potential<\/strong><\/p>

Rick\u00a0Olenchak
Purdue University
United States<\/p>

Ophelie\u00a0Desmet
Valdosta State University
United States<\/p>

Kristen\u00a0Seward
Purdue University
United States<\/p>

Karen\u00a0Arnstein
Purdue University
United States<\/p>

Abdulah\u00a0Tuzgen
Purdue University
United States<\/p>

Challenges in identifying diverse students for gifted education have been documented for many years (e.g., Baldwin, 1977, 1987; Ford, 1995), yet underrepresentation of diverse youth persists (e.g., Gentry et al., 2019; Renzulli & Brandon, 2017; Worrell & Dixson, 2018, 2021). This session proposes conceptualizing giftedness through positive psychology based on studies by Dixson and various colleagues (e.g., 2018, 2021, 2022). Attendees will learn how this innovative reframing of giftedness holds promise for increasing the identification of populations underrepresented in gifted services.<\/div>
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216 Conceptualizing Pedagogical Content Knowledge for Mathematical Creativity<\/strong><\/p>

Anna\u00a0Payne
Belin-Blank Center
United States<\/p>

Ryan\u00a0Fox
Belmont University
United States<\/p>

Mathematics teachers need to have sufficient content knowledge to support student construction of mathematical knowledge. Mathematical creativity is important for students to be successful in 21st century mathematics contexts, and vital for gifted individuals to make an impact in society. However, if teachers do not have a strong enough background in mathematical creativity, teachers do not even offer students the opportunity to experience creative thinking. In this presentation, we propose a framework for Pedagogical Content Knowledge for Mathematical Creativity. This framework invites participants to support classroom teachers and connect research to practice with professional learning on mathematical creativity implementation.<\/div>
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98 Creating a Paradigm Shift in Gifted Education: A Perspective from Aotearoa New Zealand<\/strong><\/p>

Deb\u00a0Walker
Massey University
New Zealand<\/p>

This session will share a 20-year journey of gifted education advocacy and development in the State system in Aotearoa New Zealand, from near non-existence to mandated practice, from working in isolation to being included in learning support. It will cover the roles of advocacy and persistence, the parallels of opportunity and tension, the place of challenge and celebration, and share the work still needing to be done to ensure gifted learners are receiving an education that meets their learning, well-being, and cultural needs. This session will give ideas, hope, and perspective to those also on a similar pathway.<\/div>
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41 Creating Equitable Gifted Systems<\/strong><\/p>

Justin\u00a0Villet
Sphinx Gifted Consulting, LLC
United States<\/p>

Equitable gifted systems are extremely difficult to establish because they tend to challenge the way in which many educators think of \u201cgiftedness.\u201d By using the lens of equity, and navigating political, cultural, academic implications, we will discuss the ideas of defining, identifying, and providing for gifted individuals.<\/div>
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125 Creating Meaningful Curriculum for the Social and Emotional Development of Gifted Students<\/strong><\/p>

Todd\u00a0Stanley
Pickerington Local Schools
United States<\/p>

This session shows teachers how to develop curriculum to address the social and emotional needs of gifted children. Teachers will see examples of how to set up their own classes and what sorts of lessons have the greatest impact. Participants will even get to participate in an activity that demonstrates the sort of activities students might do.<\/div>
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232 Cultivating Creativity and Resilience in Young Students by Teaching Entrepreneurship<\/strong><\/p>

Donna\u00a0Hulsey
Baylor University
United States<\/p>

Entrepreneurship is studied from multiple viewpoints, but there is little research on teaching entrepreneurship to students younger than university level. This study examines the effects of problem-based entrepreneurship education for young students ages 6-17. This study involves fostering creativity by leading students through invention or innovation of a product, process, or business; presentation skills; criteria-based critiques of the inventive stages; and assessments of the student\u2019s response to the program. Data collection includes pre- and post-study measures of engagement, inventiveness, risk-taking, and confidence. Expected outcomes include high levels of creative engagement, increased self-confidence, resilience to failure, and willingness to take risks.<\/div>
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179 Cultural Awareness, Teacher Agency, Leadership: Equity-Driven Professional Learning<\/strong><\/p>

Angela\u00a0Novak
East Carolina University
United States<\/p>

Katie\u00a0Lewis
York College of Pennsylvania
United States<\/p>

While the need for equitable practices in gifted education is clear, the realities of implementing sustainable, meaningful change is a continual and pervasive challenge. This session shares findings from a study of teacher perceptions of cultural self-awareness through an equity-driven professional learning model, and the significant role gifted leadership plays in balancing the needs of gifted programs with district mandates.<\/div>
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168 Curriculum and Retention: A Longitudinal Study of Latina Experience in Gifted Education<\/strong><\/p>

Jenna\u00a0Nelson
Concordia University Chicago
United States<\/p>

This presentation will discuss my research on a Spanish-English dual language gifted and talented education (GATE) program and its ability to meet the needs of culturally and linguistically diverse (CLD) Latina learners in its English Language Arts (ELA) curriculum. From my longitudinal case study of fifth- through eighth-grade CLD Latina learners, I discuss student experience with the coursework and consider the role that culturally sustaining pedagogical (CSP) practices can have in improving CLD student learning and retention in GATE programming.<\/div>
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235 Cyberbullying and the Pandemic: Keeping Gifted Learners Safe Online<\/strong><\/p>

Bronwyn\u00a0MacFarlane
Arkansas State University
United States<\/p>

Keri\u00a0Guilbault
Johns Hopkins University
United States<\/p>

Bullying is a common experience characterized by repeated actions over time with an intent to harm. Students involved in bullying are more likely to have academic and social challenges and are at risk for long-term problems. During the pandemic, schools shifted to virtual learning environments where cyberbullying can occur. Knowledge about the relationship between bullying and giftedness should be understood by educators, parents, and computer science professionals. This session will share details about cyberbullying and how to keep children safe online.<\/div>
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245 Design of Observation Checklist of Classroom Behavior and Affective Needs for Gifted Students<\/strong><\/p>

HSIAO-PING\u00a0YU
National Taiwan Normal University
Taiwan<\/p>

This study was designed to understand gifted students\u2019 emotional needs and develop an observation checklist of classroom behavior for gifted students to improve the effectiveness of gifted educators\u2019 counseling strategies. A comprehensive preventive counseling mechanism for gifted students was built through class observations, interviews, and the Delphi technique with 15 gifted teachers having practical experience. It included a total of 30 items as the observation indicators according to four statistical principles. Finally, a focus group gave suggestions for strengthening class management and teaching effectiveness for gifted students.<\/div>
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202 Developing Creative Problem Solving through Real Engagement in Active Problem Solving (REAPS)<\/strong><\/p>

C. June\u00a0Maker
University of Arizona
United States<\/p>

A. Kadir\u00a0Bahar
University of Georgia
United States<\/p>

Fahad Suliman\u00a0Alfaiz
King Saud University
Saudi Arabia<\/p>

A teaching model integrating four evidence-based models with a common emphasis on problem solving has been successful in developing creative problem solving in students of all ages, gifted and others in inclusive classrooms. Students participate in small groups with varied talents, representing different stakeholders. They solve problems real in their lives, learn and apply a process alternating between divergent-exploratory and convergent-integrative thinking. Students made greater gains when in classrooms of teachers who used the model with high fidelity. Students and teachers identify engagement, solving problems real in students\u2019 lives, and active involvement as the most important aspects of the model.<\/div>
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124 Differentiating Up: Challenging Students Who Are Up to the Task (And Even Those Who Aren\u2019t)<\/strong><\/p>

Todd\u00a0Stanley
Pickerington Local Schools
United States<\/p>

When we hear the term differentiate, we often think this means going down to support kids who are struggling and need to catch up. It might mean taking a complex task and chunking it into more easy-to-digest pieces. It could be scaffolding a lesson so that students can start with something more accessible to them and then work their way up. It takes the form of an assessment that allows a student to give their answers verbally since he is weak at writing. But differentiation is a two-way street. It goes up as well. How does one do this and what does it look like? This session will give you a clear picture.<\/div>
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154 Differentiating UP! Enrichment, Extension & Enhancement Models to Challenge ALL<\/strong><\/p>

Richard\u00a0Cash
nRich Educational Consulting, Inc.
United States<\/p>

Differentiating UP takes the current curriculum and enriches, extends, and enhances it (E3). Advanced learners need to think and produce in complex and sophisticated ways. The E3 Models provide frameworks for making content deep, relevant, and meaningful. Use these models for your pull-out\/push-in, WIN time, regular or self-contained classroom. This highly interactive and practical session will offer ready-to-use ideas.<\/div>
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107 Double Edged Sword: Student\u2019s Perceived Experience on Graduating from The High Ability Program in Indonesia<\/strong><\/p>

Brendha Christie\u00a0Tanujaya
Universitas Indonesia
Indonesia<\/p>

Shahnaz\u00a0Safitri
Universitas Indonesia
Indonesia<\/p>

Gifted students learn faster and require special education services, such as acceleration and enrichment classes. However, these programs ended in 2015 without any evaluation study regarding the programs’ effect on students. Since there are no other programs, this research will evaluate gifted students’ concrete needs as a recommendation for the new gifted programs’ arrangement. Using one-on-one interviews, former acceleration and enrichment students assess the programs’ impact. Some participants recognized a positive effect on their social, emotional, and cognition development, while some noted how the programs impacted them negatively. In conclusion, all participants deemed the programs unsatisfactory but recognized the program’s demands.<\/div>
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37 Dynamic Differentiation through Independent Research Projects: The I-LEARN Process<\/strong><\/p>

Vicki\u00a0Phelps
Milligan University
United States<\/p>

When done well, Independent Research Projects provide gifted and high-potential students with meaningful learning opportunities, but how can they be developed and managed? The I-LEARN Process provides step-by-step procedures to individualize the research process for gifted and high-potential students, while also integrating management techniques, reflective practice, and opportunities for sustained engagement and academic growth. The I-LEARN Process also provides wonderful opportunities for talent development! Come learn more about this exciting and engaging instructional approach!<\/div>
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229 Educational Experiences of Highly Gifted Autistic Teens & Families<\/strong><\/p>

LIN\u00a0Lim
Bridges Graduate School
United States<\/p>

Gary\u00a0Gelston
Bridges Graduate School (BGS) of Cognitive Diversity in Education
United States<\/p>

Not much is known about the educational experiences from the voices of highly gifted autistic teens and their families. This qualitative exploratory study investigates the educational journey to seek common and contrasting themes between teen voices and their families. Do highly gifted autistic teens and\/or their families engage in greater negative or positive language use while describing their educational experience?<\/div>
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96 Enhancing Empathetic Interpretation of Gifted Children in Reading Communities<\/strong><\/p>

Muyun\u00a0Jiang
Beijing No.8 High School
China<\/p>

This research aims to enhance empathetic interpretation among gifted students in reading communities. Thirty-five gifted students aged 11 and 12 at Beijing No. 8 High School are required to give interpretive responses about characters\u2019 emotion in the novel Matilda both individually and in reading communities. A comparison between student responses in independent reading versus in group discussions shows that reading communities enable students to think about others\u2019 feelings more empathetically and articulate these feelings comprehensively. The results indicate reading communities can effectively improve empathetic interpretation in novel-reading of gifted students.<\/div>
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48 Evaluation of Teaching Prolog Language for Artificial Intelligence to Gifted Students: An Alternative Paradigm<\/strong><\/p>

Tze-ho\u00a0Fung
Hong Kong Academy for Gifted Education (HKAGE)
Hong Kong<\/p>

Prolog is a widely used language in Artificial Intelligence. As opposed to imperative languages (C or Python), it is a declarative language. When implementing the solution to a problem in Prolog, we simply specify what the situation (rules and facts) and the goal (query) are. Then, we let the Prolog interpreter automatically derive the solution. A course on Prolog programming for Artificial Intelligence was conducted in mid-2022, lasting for six weeks (2-hour lecture per week). It was found that the students were inspired by the power of Prolog. Most of them would further explore the logic programming languages in future.<\/div>
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171 Everyone Learns! Facilitating Student Enrichment Programs and Teacher Professional Development<\/strong><\/p>

Elizabeth\u00a0Mendoza
Arizona State University
United States<\/p>

Michael\u00a0Twilling
Arizona State University
United States<\/p>

Is it possible to provide student enrichment, enable teacher professional development, and develop school-home partnerships, all during the school day? Come join us as we share our experiences as a small school for gifted students that leverages creative scheduling and community expertise to serve our whole population.<\/div>
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13 Exploring Diverse Minds: Using Gameplay to help Twice-Exceptional Learners Embrace Positive Self-Identities<\/strong><\/p>

Cynthia Z\u00a0Hansen
Cynthia Z. Hansen, Ed.D., ET\/P. Educational Therapist, Gifted\/2e Consultant
United States<\/p>

How might practitioners and educators support the development of positive self-identity of twice-exceptional (2e) learners? This session explores ways to mentor learners to develop self-awareness and positive self-identities, embrace their learning and communication diversities, and lead them toward self-advocacy, social success, and agency. Fostering self-awareness begins with an investigation of the language and implicitly biased lenses that are too often used to describe abilities, obstacles, and ways of being. \u201cStudents need opportunities to talk about their feelings, learn how to advocate for themselves, and set goals that align with their gifts and talents\u201d (Baum et al. 2014, p. 179).<\/div>
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115 Exploring Personal and Social Judgments and Emotional Reactions to the Gifted Label: A Cross-Cultural Study<\/strong><\/p>

Mehmet\u00a0Bicakci
Friedrich-Alexander-Universit\u00e4t Erlangen-N\u00fcrnberg
Germany<\/p>

This two-stage study investigated the affective reactions and label judgements of undergraduate students in Germany and Turkey regarding the gifted label based on two assessment levels: self and other. The pre-study was conducted in Turkey. Findings showed emotional reactions to the label differed significantly among assessment levels. Positive affective reactions to the label were significantly increased from self to other level, while negative emotional reactions to the label were significantly decreased from self to other level. In Study 2, data will be collected in both Germany and Turkey.<\/div>
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206 Exploring the Relationship Between Overexcitabilities and ADHD in High School Students in Lebanon”<\/strong><\/p>

Eliana\u00a0Sleiman
American University of Beirut
Lebanon<\/p>

Anies\u00a0Al-Hroub
American University of Beirut
Lebanon<\/p>

Some researchers believe that the potential to misdiagnose creative children with ADHD exists due to the similarity of the symptoms of ADHD with the behavioral manifestations of OEs. Due to the controversy in the literature surrounding those claims, and the paucity of empirical research in Lebanon investigating them, the researchers investigated the relationship between OEs and ADHD in high school students in Saida. Students (N=240) from private schools participated in this study. The Conners 3rd Edition Self-Report Scale was used to measure ADHD. The Overexcitability Questionnaire II was also used. A canonical correlation analysis showed that OEs and ADHD share 47% of the variance and the results are similar by gender. The results will be discussed in light of the strengths and limitations of this study and recommendations for future research will be shared.<\/div>
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62 Exploring the Unexplored: Identifying Giftedness through Positive Psychology<\/strong><\/p>

F. Richard “Rick”\u00a0Olenchak
Purdue University
United States<\/p>

Oph\u00e9lie Allyssa\u00a0Desmet
Valdosta State University
United States<\/p>

Kristen\u00a0Seward
Purdue University
United States<\/p>

Karen\u00a0Arnstein
Purdue University
United States<\/p>

Abdullah Azzam\u00a0Tuzgen
Purdue University
United States<\/p>

Numerous attempts to ameliorate the underrepresentation of diverse students, those with disabilities, and those from socioeconomic challenge have been made, yet underrepresentation of these groups of students persists in gifted education. This interactive session describes a new project using a combination of static and dynamic assessments centered around positive psychology modules with 10\u201315-year-old students. This innovative initiative is rooted in emerging research supporting the value of exploring giftedness through an affective lens to assist schools in both gifted identification and services \u2013 particularly those from traditionally underrepresented groups \u2013 who are seldom identified or served through traditional assessment methods.<\/div>
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222 Exploring the Use of the HOPE Student Rating Scale in Secondary Schools<\/strong><\/p>

Shahnaz\u00a0Safitri
Purdue University
United States<\/p>

Nielsen\u00a0Pereira
Purdue University
United States<\/p>

One of the promising approaches to gifted identification is using rating scales. The HOPE Student Rating Scale is a self-nomination instrument which consists of academic and social subscales. This study explores the use of the HOPE Student Rating Scale in one secondary school using convenience sampling with 139 students from grades 6 through 8 (50.4% males; M-age= 12.42 years old). Findings indicate that there are no differences across gender, grade, and ethnicity for the academic subscale. However, social subscale scores differed by gender, with female students rating themselves higher than their male counterparts. Implications and suggestions for gifted identification practices will be discussed.<\/div>
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173 Extending Creativity and Higher-Level Thinking through Coding, Robotics, and STEAM<\/strong><\/p>

Shannon\u00a0Eastep
Northern Kentucky University
United States<\/p>

Kimberly\u00a0Clayton-Code
Northern Kentucky University
United States<\/p>

In this interactive session, we will demonstrate strategies for developing critical and creative thinking through the use of robotics and coding to develop STEAM learning. Tools such as Specdrums, Cubelets, Sphero Bolts, RVRs, and free web-based tools such as Scratch, KODU, and Canva will be shared. We will also share ideas for funding opportunities to bring STEAM into your classroom.<\/div>
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55 Finding the Tribe – A One Day Schooling Alternative for Advanced Learners with Complex Learning Needs<\/strong><\/p>

Birte\u00a0Ahlhaus
Taranaki Gifted Community Trust
New Zealand<\/p>

Learners with advanced learning needs often portray neurodiverse learning abilities that make it difficult for them to achieve in mainstream schools. These learners come with different learning needs. Most tend to underachieve at school and disengage in the classroom. This is often due to learners struggling to fit in and connect with peers. This presentation looks at the importance of providing a differentiated environment with likeminded peers to enhance their wellbeing, complex thinking, problem solving, and project-based learning experiences. It addresses the need to connect with peers and discusses what an alternative schooling programme can look like.<\/div>
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112 From ‘Thinking Outside the Box’ to ‘Blowing Up the Box:’ Paradigm Shift in Gifted Education<\/strong><\/p>

Michelle\u00a0Brown
Country Day World School
United States<\/p>

With their many exceptionalities, gifted students do not typically fit in the box to which teachers are accustomed, causing frustration for teachers and a label of \u2018abnormal.\u2019 When teachers lack the tools required to meet these learners\u2019 needs, they are told to think outside the box, leading to more frustration. Thus, a paradigm shift is needed. Presenters will share their experience in inspiring a paradigm shift in their faculty, normalizing differences, guiding the implementation of innovative teaching strategies, and reaching enhanced learning outcomes for gifted students. This is a story of blowing up the box in regards to teaching the gifted and talented.<\/div>
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82 From Textures to Temperature: Supporting Sensory Needs in Gifted and 2e Students<\/strong><\/p>

Emily\u00a0Kircher-Morris
The Neurodiversity Podcast
United States<\/p>

Being neurodivergent comes with a wide range of unique sensory sensitivities. Sensory needs are intricately tied to emotional regulation and executive functions; however, their connection is frequently missed. Understanding these sensory needs (from all eight – yes, eight! – sensory systems) is key to providing a classroom environment that allows gifted and twice-exceptional students to thrive.<\/div>
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72 Getting to the Root of Twice Exceptionality (2e): Beyond the Usual Suspects<\/strong><\/p>

Austina\u00a0De Bonte
Bridges Graduate School
United States<\/p>

Do you suspect a child is Twice Exceptional (2e) – gifted with a concurrent disability? Does your student have trouble handing in homework, resist writing, have trouble regulating their behavior, or struggle with anxiety? Misdiagnosis (and missed diagnosis) is rampant. Learn about the most commonly overlooked challenges in gifted kids, what clues you might notice at home and in the classroom, how to seek an official diagnosis, and most importantly, how best to support your student\u2019s needs. We will also discuss why early intervention is so important, the five root causes of writing troubles, and the many lookalikes of ADHD.<\/div>
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9 Gifted & Distractible: How the Cycle for Success Brings Joy to Parenting and Teaching<\/strong><\/p>

Julie\u00a0Skolnick<\/p>

United States<\/p>

The objective of this presentation is to empower parents, educators, and professionals to bring out the best and raise self-confidence in twice exceptional learners. Participants gain a deep understanding of the 2e profile through common challenges and behavior manifested from these challenges. Educators and parents learn specific strategies to respond rather than react in the classroom and home and encourage the 2e child’s buy-in to bring out the best and raise their self-confidence. Using the Cycle for Success (Understanding-Strategies-Advocacy), attendees gain a deep understanding of the 2e inner experience, learn strategies that are immediately applicable for parents and educators, and develop advocacy tools necessary for effective collaboration. \u201cFind the hardest kid to love and love him the hardest\u201d allows a child to blossom because, not despite, his differences. Circling the wagons of the adults in 2e kids’ lives is necessary for the child to understand and love himself.<\/div>
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189 Gifted Education: Insights of Parents and Teachers from the Periphery and Center Regions in Israel<\/strong><\/p>

Shirley\u00a0Miedijensky
Oranim Academic College
Israel<\/p>

This research aimed at analyzing the environmental frameworks available for gifted in both the periphery and central regions in Israel. Data included 26 interviews with parents and educators from the two regions. Results revealed participants recognize the advantages of the pull-out programs. However, in the periphery, parents spend more time with their children at home, have little contact with the teachers in the pull-out program and perceive the governance as less conducive to the education of their gifted children in comparison to parents from the center. The findings indicate the significant role of policymakers in designing effective frameworks for gifted children.<\/div>
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165 Gifted Learners, Future Scientists: Cultivating Process Skills in Elementary Science Instruction<\/strong><\/p>

Annie\u00a0Connolly-Sporing
The Grayson School
United States<\/p>

Science is often considered a content-specific domain that teaches concrete facts about topics like geology, anatomy, and astronomy. No matter the scientific domain, however, teaching should be rooted in process-based skills such as data analysis, comparative observation, and scientific representation that students can transfer from year to year. This presentation will look at various process and content-based standards and assessments and offer practical strategies and concrete classroom examples of how to implement process-based activities into any classroom\u2019s science curriculum, no matter the discipline.<\/div>
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184 Growing and Learning in my Practice<\/strong><\/p>

Deb\u00a0Walker
Massey University
New Zealand<\/p>

Melissa\u00a0Powell
Rosehill College
New Zealand<\/p>

Tania\u00a0Plaisier
Maungawhau School
New Zealand<\/p>

Undertaking professional learning and development is a positive and productive way of not only growing your professional career but also enacting authentic change in your learning environment. This presentation looks at the Journey of two educators working across Years K-12, the study they have undertaken and then the subsequent developments within their own settings to improve outcomes for gifted learners. Tania and Melissa will share their roles and responsibilities from their different schools and share how undertaking post-graduate study have enabled professional growth and leadership opportunities in gifted education and Deb will unpack the Specialist Teaching qualification delivered by Massey University but supported financially by the Ministry of Education.<\/div>
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198 Growing Gifted Leaders Throughout the Grade Levels<\/strong><\/p>

Toddie\u00a0Adams, PhD
Kentucky Association for Gifted Education
United States<\/p>

Identifying potentially gifted leaders begins early with recognizing gifted characteristics and providing opportunities to enhance leadership capabilities. Take a journey through the grade levels to explore lessons and activities that promote effective communication and collaboration, critical and creative thinking, and problem-solving skills. Activities begin at the elementary level with collaborative activities that enhance analyzing, evaluating, and creating. Lessons build upon those foundations to include leadership opportunities that embed higher order thinking skills and self-reflection.<\/div>
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211 Harnessing Digital Tools to Monitor Students\u2019 Performance Using Blended Learning Approach<\/strong><\/p>

Sandi\u00a0Kum
Raffles Girls\u2019 Secondary School
Singapore<\/p>

Sharon\u00a0Tan
Raffles Girls\u2019 Secondary School
Singapore<\/p>

In traditional classroom settings, it can be challenging for teachers to assess the understanding and thinking of each student. However, in Raffles Girls’ School Secondary, where every student uses an iPad for classroom learning, the presenters will share how a blended learning approach is used in the Secondary One Mathematics classroom to empower and engage gifted students in their learning. The presenters will highlight blended learning competencies identified by Graham et al. (2019) and explain how these competencies are particularly relevant for gifted education, including the integration of online and in-person learning as part of core instruction, teacher facilitation of online interactions between Student-Content, Student-Student, and Student-Teacher, and the use of digital tools to monitor student activity and performance to inform instruction.<\/div>
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127 Harnessing the Power of the Spiral Model of Development: Understanding the GT\/2e Developmental Trajectory<\/strong><\/p>

Karen\u00a0Arnstein
Bridges Graduate School of Cognitive Diversity in Education
United States<\/p>

Barry\u00a0Gelston
Bridges Graduate School of Cognitive Diversity in Education
United States<\/p>

As the Spiral Model of Development (2017, 2020, 2022) begins to take hold in the twice- and multi-exceptionality (ME) community, we must examine the variables contributing to the appearance of competency within the four domains: Academic, Social, Emotional, and Physical. The paradigm is shifting to a holistic perspective, understanding that culture, language, gender, SES, intellect, and a multitude of factors play a role in developing talent. The presenters will introduce the Spiral Model of Development, incorporating seemingly unrelated perspectives and concepts of planetary elliptical orbits around the sun, to enhance our understanding of human development.<\/div>
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35 Having a Different Brain is Cool!: Empowering 2e Learners<\/strong><\/p>

Andrea B.\u00a0Finnegan
Operation House Call Program at Yale School of Nursing
United States<\/p>

Become inspired to empower your 2e learners! Twice-exceptional learners benefit from understanding their unique, complex brains and learning to understand them has now been made fun! Explore an innovative neurodiversity program and engage in fun, sample learning activities that create a positive impact on the emotional well-being of twice-exceptional learners in grades 2-8. Gain ideas and a framework to develop your own neurodiversity program.<\/div>
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19 Helping Educators Effectively Identify Gifted Students and Meet Their Needs in the Classroom<\/strong><\/p>

Keely\u00a0P’Pool
Edmonson County Schools
United States<\/p>

This session will focus on providing preservice and currently practicing teachers with essential training in gifted education so they can effectively identify and meet the multiple needs of the gifted students in their classrooms. Several differentiation strategies will be explained as well as changes teachers can make to preexisting lessons so they can be enhanced to incorporate additional rigor and challenge for gifted students. Characteristics of gifted populations (twice exceptional, English language learners, underachieving, etc.) will be discussed to provide educators with insight about specific aspects of giftedness they should look for in these students when making GT program recommendations.<\/div>
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87 Home Education for Intellectually Gifted Learners in the Australian Context<\/strong><\/p>

Michelle\u00a0Ronksley-Pavia
Griffith University
Australia<\/p>

Donna\u00a0Pendergast
Griffith University
Australia<\/p>

Home education for intellectually gifted learners is on the rise in Australia, due in part to constraints of mainstream schooling that frequently fail to support the unique needs of these children. In this session, we will present findings that emerged from a recent study exploring home education experiences of gifted children and their parents. The findings suggest reasons for home schooling generally fit two main premises: 1). Ensuring intellectually challenging and stimulating learning experiences, and 2). Ensuring that each student had agency in their learning; leading to \u2018educational happiness\u2019 through a move away from traditional avenues of education inherent to mainstream schooling models.<\/div>
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183 Home Educator as Guide, Explorer, Resource director<\/strong><\/p>

Marna\u00a0Wohlfeld
Bridges Graduate School of Cognitive Diversity in Education
United States<\/p>

Gifted and twice-exceptional students often struggle in traditional academic settings because of their asynchronous development, overexcitabilities, and blend of gifts and challenges. Many parents of gifted and 2e kids turn to home education when traditional school proves ineffective. These parents must navigate the many different ways to teach a child at home. To minimize the overwhelm and maximize the joy of home education, come learn some key strategies that have proved to be effective for this homeschool mom.<\/div>
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126 How Do We Motivate These Gifted Kids?<\/strong><\/p>

Todd\u00a0Stanley
Pickerington Local Schools
United States<\/p>

The good news: all gifted kids love to learn. The bad news: they may not want to learn what you are teaching them. How do we motivate that underachieving gifted child who could care less about his grade and more about what interests him? How can we provide a place where inquiry and relevance are the motivators, not grades?<\/div>
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50 How Teachers Make Decisions in Response to Professional Learning on Mathematics Differentiation<\/strong><\/p>

Gregory\u00a0Boldt
University of Connecticut
United States<\/p>

Rachael\u00a0Cody
University of Connecticut
United States<\/p>

Jean\u00a0Gubbins
University of Connecticut
United States<\/p>

If programming for students with gifts and talents is to be provided in mixed-ability classrooms, it is essential for teachers to develop differentiation skills that can be leveraged to provide learning opportunities appropriate for this population. This session will report the results of a mixed-methods study exploring teachers\u2019 responses to professional learning sessions on mathematics differentiation. Highlighting findings from the study and broader literature, the session will identify challenges teachers face when differentiating, examine how teachers make decisions about specific differentiation strategies, and discuss how to optimally support teachers in transforming their learning into practice.<\/div>
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7 I’m in the Business of Hope: How to Keep Believing When Things Feel Impossible<\/strong><\/p>

Matthew\u00a0Zakreski
The Neurodiversity Collective
United States<\/p>

“Hope is a good thing, maybe the best of things, and no good thing ever dies.” But what is hope, actually? And how do we gain it, use it, and cultivate it? This presentation will define hope and connect it to the authenticity that gifted kids seek.<\/div>
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128 Identifying and Addressing Barriers in Gifted Education Opportunities for Students From Low SocioEducational Advantage Backgrounds<\/strong><\/p>

Sarah\u00a0Williams
NSW Department of Education, Australia
Australia<\/p>

New South Wales (NSW), Australia, has a long history of selective education. In 2018 a Review of Selective Education Access identified four equity groups that were under-represented in our selective education system: students from low socio-educational advantage backgrounds, Aboriginal and\/or Torres Strait Islander students, gifted learners with disabilities, and students living in rural and remote locations. In this session we present a practical approach to target disadvantaged school communities to ensure selective education is an accessible opportunity for gifted students from all backgrounds. By developing teacher capacity to identify suitable applicants, specifically designed support materials, and working closely with communities, this project aims to increase the numbers of students and their families engaging with programs for gifted students.<\/div>
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60 Identifying and Nurturing Potential in Young Children Using a Talent Development Approach<\/strong><\/p>

Susan\u00a0Corwith
Northwestern University
United States<\/p>

From a talent development perspective, giftedness is developmental, and ability evolves over time, influenced by factors including opportunity, motivation, rigorous instruction, and effort. Designing high-quality programs that help individuals reach their full potential and encourage creative productivity in adulthood often means starting the talent identification and development processes with young children, particularly children from underserved or marginalized populations. In this session, the presenter will describe the talent development framework, and using a case study approach, share programming approaches\u2014both school-based and supplemental\u2014that cultivate potential in young children.<\/div>
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24 Igniting Change Through Instructional Coaching in Gifted Education<\/strong><\/p>

Emily\u00a0Mofield
Lipscomb University
United States<\/p>

Vicki\u00a0Phelps
Milligan University
United States<\/p>

Instructional coaching is a way to build capacity in other teachers for ongoing and manageable differentiation. Through modeling, observing, and providing reflective feedback, gifted education coaches can serve as \u201cco-thinking\u201d collaborative partners in supporting regular education teachers. Learn tools and \u201chow-to\u201d steps for instructional coaching that equip teachers to challenge and support gifted students all day every day.<\/div>
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148 Illegible but NOT Ineligible: Understanding the Needs of Gifted Students with Dysgraphia<\/strong><\/p>

Gillian\u00a0Eriksson
University of Central Florida
United States<\/p>

Gifted students with dysgraphia experience distress and anxiety when misunderstood, stereotyped and unrecognized by teachers. Teachers not trained to recognize and identify highly able students may only see illegible writing, poor written expression, and inattentiveness as either a personality or behavioral issue. Labels such as \u2018lazy,\u2019 \u2018not trying,\u2019 \u2018disruptive\u2019 and \u2018unmotivated\u2019 are ascribed. Even though cursive demand is fading, the identification and serving of these twice-exceptional students is a challenge, leading them to be deemed \u2018ineligible.\u2019 This presentation will examine the nature of dysgraphia through a case study and present guidelines and strategies to address the needs of these students.<\/div>
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214 Impact of Overexcitabilities and Big Five Openness to Experience on Student Preference for Deep Learning<\/strong><\/p>

Shelagh\u00a0Gallagher
Engaged Education
United States<\/p>

Deep learning is an important construct for gifted education, as it matches both desirable 21st century outcomes and common recommendations for teaching gifted students. The current study investigated the relationship between Openness, Conscientiousness, and overexcitabilities, and their impact on students\u2019 preference for deep or surface learning. Study participants were 161 US students in grades 6-11 attending a charter school for gifted students; they completed the Overexcitability Questionnaire-II, the revised Study Process Questionnaire, and the Big Five Inventory-2. Findings revealed a relationship between Openness and number of overexcitabilities, and both independent and mediated relationships between overexcitabilities and preference for deep learning.<\/div>
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38 Impacting Classroom Instruction through High Leverage Practices in Gifted Education<\/strong><\/p>

Vicki\u00a0Phelps
Milligan University
United States<\/p>

High Leverage Practices provide a toolbox of critical practices to further support gifted and high-potential learners. Learn how to implement the four aspects of HLPs (collaboration, assessment, social\/emotional\/behavioral, and instruction) to further professional learning and improve instructional practice focused on improving student outcomes in gifted education.<\/div>
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153 Impostor Phenomenon: Foe or Friend?<\/strong><\/p>

Richard\u00a0Cash
nRich Educational Consulting, Inc.
United States<\/p>

\u201cI may not be as great as people think I am!\u201d (Viola Davis). Many accomplished individuals wrestle with impostor phenomenon, or self-doubt and fraudulent feelings. While impostorism can lead to social and emotional problems, it may also increase effort and humility. This interactive and engaging session will offer ways to build confidence and efficacy in gifted students to overcome self-doubt.<\/div>
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217 Including Parents of Highly Able Learners in Policy and Legislation Implementation: Developments in Scotland<\/strong><\/p>

Margaret\u00a0Sutherland
University of Glasgow
United Kingdom<\/p>

In Scotland, highly able learners have been included in legislation since the 2004 Additional Support for Learning Act (ASL). While subsequent policies and legislation applies to highly able learners, the experiences of some learners and their families tell a different story in practice. This session will examine the results of the review of ASL and reflect on recent developments that have seen parents\u2019 organisations actively include parents of highly able learners for the first time. It will conclude by arguing that parents have to work together if the needs of learners are to be understood and addressed in schools.<\/div>
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33 Indigenous Worldview in Gifted Education: A Systematic Review of the Literature<\/strong><\/p>

Vicki\u00a0Boley
University of Denver
United States<\/p>

This review of literature used a backward design approach to examine the intersection of Indigenous worldview, the cultural dimensions of giftedness, and culturally responsive gifted education. Throughout the 23 research studies, three major themes emerged, including 1) giftedness is a cultural phenomenon, 2) the purpose for identifying giftedness is bound to cultural context, and 3) a need to address Indigenous student missingness in gifted education programs. In this presentation, the findings are presented in connection to my upcoming doctoral work, an interpretive phenomenological study examining how Indigenous worldview may inform culturally responsive gifted education in both theory and practice.<\/div>
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195 Influence of Registration and Continuous Improvement of Qualifications on the Achievement Level of Gifted Mathematics Students<\/strong><\/p>

Annari\u00a0Milne
CUT
South Africa<\/p>

The teaching of mathematics in South Africa has been declared to be amongst the poorest in the world. Mathematics teacher education is highlighted by its complexities and challenges, particularly when the goal is the training of prospective teachers and the professional development of practicing teachers. knowledge should be included in pre-service and continuing teacher education. For this purpose, the aim of this study is to investigate the influence of teaching licenses in Mathematics Education. In this research paper, we argue that the continuous upgrade of qualifications in other countries, ranking high on TIMMS, are of a much higher standard than in South Africa. Thus, education as a career in South Africa is too easily accessible for anyone \u2013 to the detriment of the human capital of the country \u2013 the learners.<\/div>
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65 International Efforts to Identify Gifted Students Demands Equitable Tests: Introducing the Naglieri General Ability Tests<\/strong><\/p>

Jack\u00a0Naglieri
George Mason Univ.
United States<\/p>

Kimberly\u00a0Lansdowne
Arizona State University
United States<\/p>

Dina\u00a0Brulles
Arizona State University
United States<\/p>

Equitable identification of gifted students from many different countries demands fair procedures using tests that can be given regardless of the educational background and language(s) students know. In this session, gifted education scholars and practitioners will show how different identification methods influence equity and that fair identification may be achieved using the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative. We will suggest local norms and a fair selection methods and instruction that is tailored to the academic level of students. This approach is designed to find gifted students who can become talented (knowledgeable) given the opportunity to learn.<\/div>
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239 Labels: Liabilities or Limitless Possibilities?<\/strong><\/p>

Kimberley\u00a0Perry
Emmanuel Catholic College
Australia<\/p>

Gifted students and twice-exceptional students encounter a range of labels, both positive and negative, over their social and educational journey. It is well established that minorities can refer to racial, cultural, and those with learning disabilities, and evidence suggests this to be true of gifted students. Identity formation begins with self-knowledge, not only of an individuals\u2019 disability, but their learning abilities, talents, and strengths. Identity development often leaves gifted and twice-exceptional individuals with strong convictions and purpose in life, whereas failure to navigate these challenges may bring uncertainty and underachievement. This presentation will report on the results of a Masters\u2019 study investigating whether gifted children enter identity development stages at a younger age than their peers and whether giftedness brings with it a sense of difference.<\/div>
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185 Learning for ALL: Using an MTSS Framework to Promote Equitable Practices in Gifted Education<\/strong><\/p>

Sheyanne S.\u00a0Smith
Nebraska Department of Education
United States<\/p>

Laurie\u00a0Croft
University of Iowa
United States<\/p>

Multi-tiered systems of support (MTSS) for gifted learners are not a new phenomenon, but the practical application and implications have not yet been studied. The Gifted\/MTSS Pilot Project aims to create a process of implementing MTSS for gifted students with fidelity, as well as measure academic and affective outcomes of gifted students and efficacy of teachers when using MTSS to support gifted learners. Presenters will share the conceptual foundations, the pilot system, and reflections and findings from the first year of the project.<\/div>
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159 Lessons Learned from the Identification System for High-Potential Learners: Experiences from Lithuania<\/strong><\/p>

Sigita\u00a0Girdzijauskien\u0117
Vilnius University
Lithuania<\/p>

One of the most debated areas in the field of giftedness is the process of identification. Since 2016, a project supported by the Ministry of Education, Science and Sport of Lithuania has been underway to develop and test a system for identifying students with high learning potential. A total of 6405 2\u20138 grade students from all over the country participated in the project. Students had been identified on the basis of multiple criteria. Approximately 19% of students are identified as having high learning potential. However, the results raise questions about the engagement of teachers and the cost-effectiveness of such a system.<\/div>
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163 Literature Without Words<\/strong><\/p>

Alyssa Lucas\u00a0Grothaus
The Grayson School
United States<\/p>

Jill Williford\u00a0Wurman
The Grayson School
United States<\/p>

Kristina Ayers\u00a0Paul
The Grayson School
United States<\/p>

When we think of choosing literature for gifted students, we often think of advanced texts with high Lexile levels, but being a good reader is about more than complex vocabulary and sentence structure. Wordless picture books provide surprisingly rich opportunities to promote higher-level thinking skills, even in upper elementary students. Immediately accessible to all students, such books are essentially self-differentiating, and drive discussion towards rich topics such as symbolism, imagery, point of view, and setting that students might otherwise shy away from. Participants will learn how to use wordless books to increase the depth and complexity of classroom discourse.<\/div>
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234 Making Then Gifted<\/strong><\/p>

Gary\u00a0Saunders
Gorman Learning Charter Network
United States<\/p>

Makerspaces are a powerful approach to learning through the pedagogy of constructionism. They provide the situational experience to promote gifted identification in otherwise unidentified students and enhance the learning experience for GATE students. The outcome can be “entrepreneurially gifted” students. This session will be pragmatic\/hands-on and present findings from the presenters’ research study.<\/div>
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103 Misrecognition: Scottish Young People from Areas of Deprivation, Scholarship, and Widening Participation in Higher Education<\/strong><\/p>

Catherine\u00a0Reid
University of Glasgow
United Kingdom<\/p>

Widening Participation (WP) in British Higher Education (HE) has been justified as a tool for promoting social mobility for deprived young people with potential and talent. Interviews (n=26) and surveys (n=330) of highly able Scottish students from areas of high deprivation indicate that young people are highly motivated by a passion for learning and interest in their subject as well as by social mobility. This paper uses quantitative and qualitative data to show how highly able WP use scholarship to claim position within the academic field, despite institutional misrecognition.<\/div>
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220 Motivating Gifted Pupils: Methods and Forms of Work that Can Be Used in Gifted Education<\/strong><\/p>

Kate\u0159ina\u00a0J\u016fzov\u00e1
Charles University
Czechia<\/p>

In the contribution, the concepts of giftedness and motivation will be defined. Furthermore, the results of a literature review that deals with the motivation of gifted students will be presented. Topics and forms of work leading to pupils\u2019 motivation will be presented from these sources. In the second part of the contribution, examples of situations where these methods were used in practice in a class of gifted students will be presented as well as its evaluation. The goal of this session is to offer teachers practical opportunities for enriching the teaching of gifted students in their classes.<\/div>
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218 Myths of Families About Giftedness and Gifted Students<\/strong><\/p>

\u015eule\u00a0G\u00fc\u00e7yeter
Usak University
Turkey<\/p>

Mehmet\u00a0At\u0131lgan
Usak University
Turkey<\/p>

This study aimed to determine the myths of families about the concept of giftedness and gifted students. A total of 357 of the 575 volunteer Turkish parents answered all the items in the survey questionnaire. Results showed that the most common myths were: Giftedness is a general mental strength (f=312), and individuals with higher potential or performance in music, sports, art, etc. than their peers are highly talented, not gifted(f=306); the least common myths were: autistic children are gifted (f=25), and gifted children are more popular than their friends at school (f=26).<\/div>
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144 Navigating Conflict: Teaching Confidence, Resilience, and Empathy in Times of Conflict<\/strong><\/p>

Bronwyn\u00a0MacFarlane
Arkansas State University
United States<\/p>

Control, conflict, power, anger, confusion, disbelief, and more are passionate feelings experienced in stressful situations of conflict and times of crises. Differentiated learning experiences should incorporate mental health education to prepare students for unexpected moments in life. Linking theories and practical learning goals, discover ideas for supporting gifted students\u2019 unique affective needs by building a strong sense of perspective, confidence, resilience, empathy, and reasoning skills for varied situations.<\/div>
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151 Need for Cognition Predicts Learning in Mathematics in Gifted Classes but Not in Regular Classes<\/strong><\/p>

Julia\u00a0Matthes
University of Trier
Germany<\/p>

Franzis\u00a0Preckel
University of Trier
Germany<\/p>

This study investigated whether need for cognition (NFC) contributes to differences in knowledge gains in gifted versus regular classes, considering students\u2019 prior knowledge and intelligence. Longitudinal data for four points of measurement were collected from N = 922 secondary school students in Grades 5 to 7. Latent growth curve models and multigroup comparisons over class types were used. In gifted classes, NFC predicted knowledge gains in mathematics. In regular classes, only prior knowledge and intelligence predicted knowledge gains. Findings contribute to previous research on the differential role of NFC in learning depending on the cognitive demands of the learning environment.<\/div>
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207 Neuroscience Research and Giftedness: Significance for Talent Development and Advocacy<\/strong><\/p>

Pamela\u00a0Clinkenbeard
University of Wisconsin-Whitewater
United States<\/p>

The field of educational neuroscience (also known as “Mind, Brain, and Education”) is expanding rapidly. What does neuroscience research offer educators and psychologists who work with gifted students? What does \u201cbrain-based\u201d mean for evidence-based teaching? Research on neuroplasticity has implications for talent development and advocacy, particularly with young children of poverty. Topics include a brief research overview, implications of neuroplasticity for talent development approaches and advocacy, and the critical importance of appropriate challenges for brain development. A sample lesson plan for teachers (and students) will be shared, as will sources for more information on neuroscience and creativity, motivation, and twice-exceptionality.<\/div>
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160 New Paradigms in Practice: Redesigning High School for the Gifted Student<\/strong><\/p>

Meredith\u00a0Hafer
The Grayson School
United States<\/p>

Melissa\u00a0Bilash
The Grayson School
United States<\/p>

Gifted schools and programs across the country face the dilemma of how to evolve to meet students\u2019 needs throughout high school. This session introduces a comprehensive secondary model for gifted education that incorporates advanced courses, project-based learning, professional research, mentorship, and enrichment. Join us to discuss the challenges and opportunities of redesigning gifted education at the secondary level.<\/div>
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166 New Stories to Overwrite Wrong Ones: Empower Learners with a Talent Development Mindset<\/strong><\/p>

Jeanne\u00a0Paynter
Educating Innovators LLC
United States<\/p>

Why do learners lack confidence in their talents? Sometimes our marvelous mind makes wrongful associations based on traumatic experiences, and we are stuck with the story: I am not talented at ____. In this session, you will gain practical tools to create a \u201ctalent development mindset\u201d that empowers learners to write new talent stories. Your students will gain confidence and self-efficacy as they begin to \u201ctalk talent,\u201d identifying these all-important \u201captitudes of innovators\u201d in themselves and applying them in daily learning: curiosity, logical reasoning, creativity, insight, persistence, metacognition, leadership (and more!).<\/div>
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236 Next Generation Perspective on Student Advocacy in Gifted Education<\/strong><\/p>

Anamaria\u00a0Abano
Colorado Gifted and Talented Student Board
United States<\/p>

Vinisha\u00a0Tripathi
Colorado Gifted and Talented Student Board
United States<\/p>

Samantha\u00a0Heath
Colorado Gifted and Talented Student Board
United States<\/p>

Jayal\u00a0Dhakal
Colorado Gifted and Talented Student Board
United States<\/p>

Ryan\u00a0Lee
Colorado Gifted and Talented Student Board
United States<\/p>

Gifted and talented students want opportunities to advocate for their academic and emotional needs, but do not have the avenues to do so. This session focuses on different student-led advocacy methods that emphasize the unique experiences of gifted and talented programs. Topics discussed in this session include gifted student boards, community engagement events, and student leadership clusters. This session will conclude with potential pathways in advocacy that communities in education can undertake with consideration for the specific needs of individual GT programs.<\/div>
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196 Original, Innovative, and Creative: Real Goals for Creatively Gifted Students<\/strong><\/p>

Amy\u00a0Graefe
University of Northern Colorado
United States<\/p>

Paula\u00a0McGuire
Northeast BOCES
United States<\/p>

What does it look like to actually set academic goals for students in creative and productive thinking? This workshop draws on research to examine five creative themes and the skills that creative thinkers develop over time. Using this information, concrete goals and learning strategies will be discussed that can be used in individualized learning plans and in lesson modifications to help creatively gifted students flourish.<\/div>
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6 Overcoming Perfectionism: How to Stop Moving the Finish Line<\/strong><\/p>

Matthew\u00a0Zakreski
The Neurodiversity Collective
United States<\/p>

But it is not perfect yet!! Perfectionism can be a major aspect of being gifted and twice exceptional. This presentation will define perfectionism as an aspect of anxiety and how it manifests in and outside of the classroom. It is important to understand the personality factors and reinforcement patterns that maintain perfectionism in gifted individuals. Practical solutions for managing these feelings and related behaviors will also be shared.<\/div>
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58 Paraguayan Talent Map<\/strong><\/p>

Alexandra\u00a0Vuyk
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Liz\u00a0Barrios
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Maureen\u00a0Montania
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Universal talent screening is a highly beneficial method for addressing the needs of gifted students within a specific social context. The purpose of this study was to use this method to identify talents in students enrolled in basic school and high school education in the capital and central provinces of Paraguay, both from the public and private sectors, and to assess the efficacy of the measurement strategy. A total of 1220 students aged 11 to 20 were drawn from 17 public, private, and subsidized educational institutions in Capiat\u00e1, Luque, Aregu\u00e1, San Lorenzo, Itaugu\u00e1, and Asunci\u00f3n. According to the findings, 68 students were identified as gifted, accounting for 5.6% of the sample, an encouraging number for a country where 15.1% of the population is illiterate. The Advanced Raven test and the TAI Matrices exam were the most useful instruments to measure giftedness in Paraguay.<\/div>
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238 Parenting Young Gifted Children: Caregiving, Engaging Relationships, Active Learning, and Growth<\/strong><\/p>

Bronwyn\u00a0MacFarlane
Arkansas State University
United States<\/p>

Young children begin to gain social and interpersonal awareness skills during early childhood which develop throughout life. For children to exhibit empathy, kindness, and consideration toward others, they must have early childhood experiences that model and teach those attitudes, behaviors, and thoughtfulness to others. Helping advanced children develop empathy and thoughtfulness toward others will enhance their educational and life experiences. This session will offer practical strategies for developing social emotional learning skills among advanced children and what parents and caregivers should understand about sophisticated little learners.<\/div>
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241 Pathways of Gifted, Talented, and Creative Students Through Their Honors College and Other Post-Secondary Experiences<\/strong><\/p>

Laurie\u00a0Croft
Belin-Blank Center
United States<\/p>

Connie\u00a0Phelps
Emporia State University
United States<\/p>

Gifted, talented, and creative students in P-12 schools receive enriched and accelerated experiences designed to advance their potential and address their distinct cognitive and affective needs. However, what happens after these students graduate from high school? What types of post-secondary experiences do they select, and how do their post-secondary experiences provide continued support for their strengths, abilities, and interests? Using survey responses from stakeholders in Gifted Education, this session examines the pathways of gifted students from high school through Honors Colleges, specialized academic programs, and non-university training. Anecdotal comments probe how their post-secondary experiences support personal goals and professional accomplishments.<\/div>
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132 Pathways to the Identification of Giftedness in Deaf and Hard of Hearing Students<\/strong><\/p>

Ahmed\u00a0Hemdan
United Arab Emirates University
United Arab Emirates<\/p>

This mixed-method study aimed to explore pathways to identify giftedness in deaf and hearing students. The sample comprised a total of 32 male and female students from a deaf school in Southern Egypt. The researchers used the Renzulli\u2019s rating scales (SRBCSS) and Raven\u2019s Colored Progressive Matrices. Also, focus group discussions were conducted with parents and teachers to explore their perceptions in relation to the identification of giftedness. Several DHH students showed different signs of giftedness. The analysis of qualitative data also showed the importance of teachers\u2019 perceptions as a referral source to identify exceptional talents in hearing impaired students.<\/div>
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99 Patience, Persistence and Preparation: The Lived Experiences of Two Early Doctoral Students<\/strong><\/p>

Deb\u00a0Walker
Massey University
New Zealand<\/p>

Melinda\u00a0Gindy
Australian Association for the Education of the Gifted and Talented (AAEGT)
Australia<\/p>

Gifted education is full of amazing children and young people, eager to develop, to thrive and to succeed, however, it is also full of challenges and critical issues that can be overwhelming to those advocating and educating in the field. Researchers assist with providing necessary support to lift understanding and align goals. Undertaking doctoral research in gifted education is a personal journey with a much greater picture. In this presentation, Deb (Aotearoa New Zealand) and Melinda (Australia) share two completely different ongoing doctorate student journeys to improving outcomes for gifted learners in their respective countries and demonstrate learning as adults also has a range of pathways.<\/div>
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15 PIVOT GT Observation Scales: Perception of Instruction in Virtual\/Online Teaching<\/strong><\/p>

Keri\u00a0Guilbault
Johns Hopkins University
United States<\/p>

Breauna\u00a0Wall
Johns Hopkins University
United States<\/p>

Jamie\u00a0Castle
Johns Hopkins University
United States<\/p>

Self-reflection and classroom observations help improve student outcomes and ensure teachers\u2019 professional growth. During the pandemic, educators had to quickly pivot to remote instruction. Post-pandemic, hybrid instruction models will continue. The purpose of this project was to develop tools to guide school leaders with observations of virtual gifted education instruction. The PIVOT scales aim to address a need to identify strengths and areas of growth for teachers of the gifted and educators working with gifted students in a virtual environment. Come explore these new tools that are aligned with NAGC standards and the WCGTC Global Principles for Professional Learning in Gifted Education.<\/div>
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53 Powerful Learning in Action \u2013 Student Inquiry, Engagement, and Creativity<\/strong><\/p>

Nancy\u00a0Hertzog
University of Washington
United States<\/p>

Andrew\u00a0Bishop
Jefferson Elementary
United States<\/p>

Imagine what students would learn if classrooms were designed like workshops! Ideas would be shared and revisited, and trial and error would be valued. Presenters will propose the metaphor of classrooms as workshops or studios that engage students in creative and critical thinking, problem-solving, and the use of multimedia to articulate and communicate their ideas. Student created videos, documentaries, and podcasts will be highlighted. In addition, the presentation will offer concrete strategies for using video technology, organizing project management, and identifying authentic audiences for students to share their learning with others.<\/div>
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59 Preparing Educators to Review and Improve Gifted Services: A Critical Best Practice<\/strong><\/p>

Susan\u00a0Corwith
Northwestern University
United States<\/p>

Effective program evaluations help identify priorities, select appropriate models and strategies, and create coalitions for change and continuous improvement (formative purpose). Since gifted programs are frequently under scrutiny, program evaluation is also useful for gathering and analyzing data that can be used to demonstrate impact and compliance and to measure or benchmark growth over time (summative purpose). This session teaches participants about design principles for multi-faceted evaluations of local gifted services and strategies for engaging stakeholders in standards-based improvement. Success stories, cautionary tales, and common themes from recent reviews from a variety of school sizes and types will be shared.<\/div>
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67 Preservice School Counselors\u2019 Perceptions of Giftedness: Myths and Misconceptions<\/strong><\/p>

ABDULLAH\u00a0TUZGEN
Purdue University
United States<\/p>

Conceptions of giftedness have changed since gifted education became a focus of research. Rather than focusing solely on scores such as grades or Grade Point Average, definitions of giftedness have become more inclusive, and giftedness evaluation criteria have become more holistic. Despite a growing body of gifted education literature, myths and misconceptions remain pervasive and are maintained by education professionals such as teachers, school counselors, principals, and policymakers. Moreover, few existing studies focus on school counselors\u2019 perceptions of giftedness, and even fewer studies focus on preservice counselors\u2019 perceptions, which is the gap this study aims to address.<\/div>
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147 Problem Solvers Today: Leaders Tomorrow!<\/strong><\/p>

April\u00a0Michele
Future Problem Solving Program International
United States<\/p>

The 21st Century requires powerful and effective global leaders – and these leaders must possess effective problem-solving skills. Gifted students do not automatically develop into leaders or problem solvers, rather students must be provided appropriate tools that lead to acquired behaviors needed for this enormous task\/responsibility. The 4-C\u2019s are identified as: Collaboration, Communication, Creativity, and Critical Thinking \u2013 all of which are addressed within Creative Problem Solving (CPS). Teachers must be well informed in CPS in order to provide the essential skills required to form future leaders who will make a positive difference in the world.<\/div>
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199 Profiles of Exceptionally Talented Students in STEM: An Exploration Using Q Factor Analysis<\/strong><\/p>

C. June\u00a0Maker
University of Arizona
United States<\/p>

A. Kadir\u00a0Bahar
University of Georgia
United States<\/p>

During the Cultivating Diverse Talents in STEM (CDTIS) Project, funded by the National Science Foundation in the USA, studies were designed to identify and cultivate talent in potential innovators from low SES and cultural groups underrepresented in the region: American Indian and Hispanic. Using a method for clustering students with similar characteristics, we identified 13 profiles, including traits such as talents in life or physical science, spatial ability, creativity, knowledge structure, ethnicity, parent level of education, motivation, academic achievement, and teacher perceptions. Profiles are useful for decision-making at the policy level and for differentiating instruction at program and classroom levels.<\/div>
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243 Promoting Diversity, Equity, and Inclusion in Gifted Education Through Partners of the Americas Exchanges<\/strong><\/p>

Connie\u00a0Phelps
Emporia State University
United States<\/p>

Alexandra\u00a0Vuyk
Universidad Catolica Nuestra Senora de la Asuncion; Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Partners of the Americas promotes dynamic collaborations between countries through innovative student exchange programs in higher education. Established in 1964, Partners of the Americas promotes social and economic change in the Western Hemisphere. This 15-year case study examines outcomes in Gifted Education based on a university partnership program between a South America country and an American state in the Midwest.<\/div>
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121 Promoting Rigor for Gifted Students Through Higher Level Questioning<\/strong><\/p>

Todd\u00a0Stanley
Pickerington Local Schools
United States<\/p>

Questioning is the most powerful tool in a gifted teacher’s repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge gifted students. Using Bloom\u2019s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students.<\/div>
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136 Providing Equitable Access to Academically Selective Education for Gifted Learners with Disabilities<\/strong><\/p>

Skye\u00a0Bower
New South Wales Department of Education
Australia<\/p>

Sandy\u00a0Silvester
New South Wales Department of Education
Australia<\/p>

The New South Wales Department of Education in Australia (NSW DoE) offers high potential and gifted students the opportunity to learn within specialised primary and high school settings designed to meet their learning needs. A recent review demonstrated that students with a disability were under-represented in these gifted classes and more needed to be done to provide equitable access. Placement in these classes is based on performance in a one-off high stakes test. This presentation will show the processes the NSW DoE has implemented to support gifted students with disabilities in the placement process with the aim of increasing representation.<\/div>
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205 Role of Gender, Overexcitabilities and ADHD in Predicting Creativity in Lebanese High School Students<\/strong><\/p>

Anies\u00a0Al-Hroub
American University of Beirut\/University of Connecticut
Lebanon<\/p>

Eliana\u00a0Sleiman
American University of Beirut\/University of Connecticut
Lebanon<\/p>

This study investigated the relationship between overexcitabilities (OEs), attention deficit hyperactivity disorder (ADHD), gender, and domain-specific creativity among Lebanese high-school students attending private schools in Saida. The researchers used the Overexcitability Questionnaire II to measure OEs and the Kaufman Domains of Creativity Scales to measure creativity. The study found that gender is a notable predictor of artistic creativity, with girls showing higher scores than boys. Inattention is a notable negative predictor of everyday creativity. The study also found that OEs are generally a notable predictor of creativity, with intellectual OE being the most notable predictor of everyday, scientific, and scholarly creativity, and sensual OE being the most notable predictor of performance and artistic creativity. The findings highlight the need for further research in this area, and the limitations of this study are discussed. Overall, this study contributes to the understanding of the factors that influence creativity in high-school students.<\/div>
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84 Rural Educators\u2019 Perceptions of Giftedness: Influences on Practice<\/strong><\/p>

Norma\u00a0Hafenstein
University of Denver
United States<\/p>

Kristina\u00a0Hesbol
1999 East Evans Ave.
United States<\/p>

Vicki\u00a0Boley
University of Denver
United States<\/p>

\u201cHow does professional learning influence rural educators\u2019 attitudes and beliefs related to gifted identification of racially, culturally, linguistically, or economically marginalized students?\u201d was the research question guiding a multi-case qualitative study conducted in a western state with educators working in settings under-identifying gifted students. Three themes emerged: 1) shifts in mental models occurred through reflective practice, 2) discrepancies exist in gifted definition and identification practices, and 3) improvement occurred through development of data-informed culture. Following professional learning sessions, participants utilized data to inform decisions and increased their own cultural proficiency, changing their views on giftedness and influencing professional decisions.<\/div>
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191 Scientific, Transformational, Eloquent, Artistic, Mathematical, Mechanical, Emotional, Relational, and Social (STEAMMERS): A New Concept<\/strong><\/p>

C. June\u00a0Maker
University of Arizona
United States<\/p>

The concept behind STEM, STEAM, and similar variations has been expanded to include other abilities considered important for the 21st Century. Our concept goes far beyond previous efforts. Gifted children and young people have the greatest potential to make outstanding contributions to themselves, their communities, and their world, and to become STEAMMERS. They are passionate about integrating their talents to create the most effective, efficient, economical, ethical, or elegant ways to solve problems they and others face by honoring and integrating diverse perspectives and disciplines. Like steamers (a tasty hot milk-infused drink), they have a rich and colorful \u201cflavor.\u201d<\/div>
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190 Shifting from Gifted Programs to Talent Development: Why is it Important, and Has it Occurred?<\/strong><\/p>

C. June\u00a0Maker
University of Arizona
United States<\/p>

Beginning in 1996, prominent writers in the field have advocated a shift in thinking, from the gifted child paradigm to a talent development perspective. Ways of thinking include what we think giftedness is, why we provide programs, who we identify as gifted, and how we serve them. However, practices have not changed significantly. One example is use of aggregated scores such as Grade Point Average (GPA), overall achievement, and IQ scores to identify students rather than performance on measures of different abilities such as scores on achievement tests in different academic subjects or measures of professional competencies in different domains.<\/div>
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40 So You Have to be a Counselor, Even Though You’re Not One…<\/strong><\/p>

Justin\u00a0Villet
Sphinx Gifted Consulting, LLC
United States<\/p>

Social-emotional development for students is essential for the growth and development of the whole child. The problem is many educators are asked to do this without really knowing what this means, or how to integrate this into a class that is content-mastery driven. This presentation outlines how educators can create a system in class that integrates content and skill mastery.<\/div>
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45 Strength-Based Goal Setting for 2e Learners<\/strong><\/p>

Vicki\u00a0Phelps
Milligan University
United States<\/p>

Karah\u00a0Lewis
Sumner County Schools
United States<\/p>

Leveraging strengths of 2e learners is the first step in effective goal-setting, but how do we further empower 2e learners through their own self-regulation and student agency in this process? Join us as we discuss personalized goal-setting through a reflective focus on intrapersonal awareness, interpersonal skills, and application to learning.<\/div>
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14 Strengths & Talents Rock! Tools that Reveal Our Gifted & Twice-Exceptional Learners at Their Best<\/strong><\/p>

Cynthia Z\u00a0Hansen
Cynthia Z. Hansen, Ed.D., ET\/P. Educational Therapist, Gifted\/2e Consultant
United States<\/p>

Honoring learners\u2019 strengths and interests often helps learners thrive and helps reveal hidden talents in underrepresented learners. But how do we discover those strengths, interests, and talents? This session will review the theory behind strength-based, talent-focused support systems and introduce a variety of tools that reveal students\u2019 joys, interests, potential passions, learning preferences, personality quirks, and intensities. These tools may also reveal the gifted and talented potential of traditionally underserved and unrecognized children, including twice-exceptional learners. When used in a school setting, these tools can support the collaborative potential of a room full of cognitively diverse individuals.<\/div>
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223 Study of Career Success and Professional Satisfaction of Dancers<\/strong><\/p>

Maria\u00a0Aleksandrovich
POMERANIAN UNIVERSITY
Poland<\/p>

This presentation will share the results of a study which was conducted with a new instrument the Scale of Career Success and Professional Satisfaction of Dancers. The sample consists of 107 professional dancers (83 female, 24 males; Mean Age = 25.09). Statistical analysis was done in SPSS Statistics. The obtained results describe dancers\u2019 success and professional satisfaction in: professional success satisfaction from being a professional dancer, satisfaction from professional collaboration, health satisfaction, and satisfaction from family life.<\/div>
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181 Supporting Students Holistically After Trauma: Child, Refugee, Gifted Learners<\/strong><\/p>

Angela\u00a0Novak
East Carolina University
United States<\/p>

Katie\u00a0Lewis
York College of Pennsylvania
United States<\/p>

With 103 million people forcibly removed from their homes, including over 27 million refugees, the global displacement crisis has reached disturbingly new heights. This session will provide attendees strategies for inclusive and equitable learning spaces, taking both giftedness and the lived experiences of refugees into account. Topics include exercises in identity and belongingness, culturally responsive gifted strategies, and therapeutic creativity.<\/div>
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233 Supporting Teaching Practices that Influence Mathematical Creativity and Equitable Learning Opportunities<\/strong><\/p>

Anna\u00a0Payne
Belin-Blank Center
United States<\/p>

Shirley\u00a0Fortenbaugh
Loudon County Schools
United States<\/p>

It is universally accepted that students of all ages should be exposed to creative thinking strategies when being taught mathematical concepts. Therefore, teachers must be able to foster creative thinking environments in their classrooms and must understand research-based strategies that allow students to think creatively. What specific professional learning structures can support general education classroom teachers in creating environments that lift the curriculum ceiling and fuel the talented math students\u2019 creativity and passion? This workshop will explore how to best develop teachers’ awareness of mathematical creativity in order to influence teacher practice and student learning.<\/div>
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116 Systematic Analysis of Graduate Theses about Educational Programs for Gifted in T\u00fcrkiye<\/strong><\/p>

N\u00fcket\u00a0Afat
Istanbul Sabahattin Zaim University
Turkey<\/p>

The purpose of this research is to analyze graduate theses about education programs for gifted students in Turkey, using the Council of Higher Education thesis database. Once the analysis is complete, the research aims to provide clarity on the focus of education programs for gifted students in Turkey and contribute to program development studies through international cooperation.<\/div>
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5 Table Top! Developing Social and Emotional Learning (SEL) Skills in the Gifted Population<\/strong><\/p>

Matthew\u00a0Zakreski
The Neurodiversity Collective
United States<\/p>

Many gifted children can struggle with the social and emotional skills necessary to create and maintain relationships. While many Social and Emotional Learning (SEL) programs exist in schools, they are often not adapted to the unique needs of the gifted population. This presentation will also demonstrate some techniques on how to teach and model SEL skills for gifted children through the gamification of the lessons, both through the demonstration of games designed for this population and instruction on how to adapt games.<\/div>
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2 Tackling Underachievement in Gifted Students<\/strong><\/p>

Brianne\u00a0Hudak<\/p>

United States<\/p>

Have you encountered a gifted underachiever? This session will take advocates of gifted learners on a research-based, deep dive into underachievement through understanding, identifying, supporting, and thus tackling a problem that affects about fifty percent of gifted students. It is for anyone interested in helping this population reach their full potential both academically and social-emotionally.<\/div>
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109 Talent Development Interventions with Academic and Social-Emotional Components in Paraguay<\/strong><\/p>

Alexandra\u00a0Vuyk
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Liz\u00a0Barrios
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Andrea\u00a0Yubero
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

A reliable talent development program contributes not only to an organization’s growth, but to its country. This is the case of the Young Talents Program, led by the AIKUMBY Center of Giftedness and Creativity and the Multidisciplinary Organization for Teacher and Student Support OMAPA, with the goal of enhancing gifted adolescent students with a talent for the exact sciences. A longitudinal, mixed-method study of the program shows students struggled with a high level of self-demand throughout the year; 77% set high standards for themselves and feel that doing well in high school is key to their career. For 84% this is their life goal. However, after 14 group workshops and 5 supportive individual meetings regarding perfectionism and coping mechanisms, 75% felt able to control situations and accept their mistakes. In addition, they report being able to have healthy relationships inside and outside the program.<\/div>
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158 Talent, Design, and Creativity in STEM<\/strong><\/p>

Monica\u00a0Meadows
University of Arkansas at Little Rock
United States<\/p>

Merve\u00a0Topak-Jamsran
University of Arkansas at Little Rock
United States<\/p>

Ann\u00a0Robinson
University of Arkansas at Little Rock
United States<\/p>

Wondering, imagining, brainstorming, innovating, communicating, and displaying are all creative activities gifted learners should do in STEM classes. Engineering is a natural platform for the integration of STEM content into classrooms that will spark creativity among students! The engineering design process used by creators, engineers, and problem solvers all around the globe is accessible to young students and their teachers, too.<\/p>

Participants will receive example evidence-based activities designed to help students use creative and analytical processes and to generate creative solutions. Implemented and field-tested through a U. S. Department of Education project, STEM+C2, the activities will engage talented young learners.<\/p><\/div>

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178 Teaching the Twice-Exceptional: Neurodiversity-Friendly Elements for Inclusive Text, Audio, and Video<\/strong><\/p>

Andrea Brucella\u00a0Finnegan
Bridges Graduate School of Cognitive Diversity
United States<\/p>

Enjoy viewing a beautifully illustrated, metaphorical story of twice-exceptionality, as we break down the elements of what makes the content inclusive and neurodiversity-friendly for all. The use of particular text, colors, audio, and narration style that best suit neurodivergent minds will be demonstrated and explained. Take away this FREE teaching tool story to share with other educators to promote neurodiversity-friendly instruction that benefits all types of twice-exceptional learners.<\/div>
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95 Text Mining Analysis of Gifted Education Policies for Disadvantaged Students in Australia, Hong Kong, Korea, and the US<\/strong><\/p>

Kyung-Sook\u00a0Lee
Konyang University
South Korea<\/p>

This study compares some countries\u2019 gifted education policies for disadvantaged gifted students, such as Australia, Hong Kong, Korea, and the US. This study aims to elicit and compare the frequent lexis among these countries\u2019 education policies for disadvantaged gifted students during the past 20 years. Text mining method using NetMiner 4.5 was implemented for keyword analysis. It discusses differences as well as common factors to focus on disadvantaged gifted students in their policies. This study also compares the trends of gifted policies for disadvantaged students over time and discusses further acts for equity in gifted education.<\/div>
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81 The ABC’s of Identity Development (Avatars, Bibliotherapy, & Connective Literacy): Tools and Strategies for Twice Exceptional Learners<\/strong><\/p>

Debbie\u00a0Troxclair
Lamar University
United States<\/p>

Eleonoor\u00a0Van Gerven
Slim Educatief!
Netherlands<\/p>

Twice exceptional learners may waiver in their identity because of the duality of the ways in which they experience the world because of their twice exceptionality. The use of avatars for responding to literature is suggested as a safe way for learners to engage in a variety of literary settings as readers and writers. In this session an overview of what bibliotherapy is and how it can be a useful tool for helping twice exceptional learners develop their unique identities by merging bibliotherapy sessions with the infusion of avatars connecting identity development with literacy activities in the classroom.<\/div>
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17 The Corporate University: A Model of Professional Learning for Teachers of Gifted Students<\/strong><\/p>

Magdalena\u00a0Fitzsimmons
Towson University, USA
United States<\/p>

This session presents the Corporate University, a model for professional learning that has gained increasing popularity since the 1980\u2019s and used by companies such as General Electric and the Disney Corporation, as a structure for infusing online gifted education training for all teachers in a school or school district. Completed modules aligned with the National Association for Gifted Children Programming Standards will be shared.<\/div>
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11 The Emotional Impact on Gifted Children Caused by the Lack of Special Education<\/strong><\/p>

Carmen\u00a0Sanz Chacon
Fundacion El Mundo Del Superdotado
Spain<\/p>

When a gifted person is not identified and therefore receives no special education, it is highly frequent that he faces social rejection from his classmates, and even from his own teachers. This situation of isolation and rejection by their environment produces in gifted children low self-esteem and depression that can sometimes lead to school failure and even suicide<\/div>
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188 The Impact of Perceived Educational Support and Assertive Behavior on Creative Attitude among Polish Students<\/strong><\/p>

Piotr\u00a0Gindrich
Maria Curie Sklodowska University
Poland<\/p>

Zdzislaw\u00a0Kazanowski
Maria Curie Sklodowska University
Poland<\/p>

The study aimed to examine the relationships among perceived educational support from diverse sources; assertive behavior (predictors) and creative attitude (dependent variable) in a sample of Polish high school students. The hypotheses to be tested: (1) there is a significant relationship between perceived educational support and student creative attitude, (2) there is a significant relationship between assertive behavior and student creative attitude (3) both perceived educational support and assertive behavior may be predictive of student creative attitude. A multiple regression analysis was used. The best predictors were found for: creative personality and motivation, creative thinking and imagination, efficacious creative activity.<\/div>
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139 The Importance of Holistic Education for Gifted International Students in Online Learning Programs<\/strong><\/p>

Jessica\u00a0Potts
Davidson Academy Online
United States<\/p>

Many families select online learning for its academic possibilities, but the emotional and communal needs of gifted students in online environments must be considered equally. These non-academic needs are often neglected with international students, whose time zones and cultural differences separate them from students who are largely based in the US. A responsible model of online learning for gifted international students must be holistic in nature, with students\u2019 academic, social, emotional, cultural, and ethical needs integrated into the curriculum. The presenter will offer a framework for holistic online learning for international students, including recommendations for grouping, scheduling, and support services.<\/div>
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197 The Influence of Behavior Scales on Gifted Identification: Do These Work for Rural Students?<\/strong><\/p>

Paula\u00a0McGuire
Northeast BOCES
United States<\/p>

Amy\u00a0Graefe
University of Northern Colorado
United States<\/p>

Nationally normed behavior scales are commonly utilized in the gifted identification process, but are they inclusive of the behaviors demonstrated by rural students? In this session we will provide an overview of the research regarding normed behavior scales and discuss challenges to equitable gifted identification in rural districts (e.g., lack of resources and impact of geography and poverty). We will also address strategies to mitigate the impact of these issues on the ability of educators to recognize gifted characteristics in rural students and to identify rural gifted learners.<\/div>
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149 The Interaction of Race, Gender, and Socio-Economic Status on the Probability of AP Course Participation<\/strong><\/p>

Kristen\u00a0Stephens
Duke University
United States<\/p>

Erica\u00a0Phillips
Duke University
United States<\/p>

This study analyzed Advanced Placement (AP) course participation in one state. The sample included one, intact cohort of students from third grade through high school (72,789 students) enrolled in the public school system. Differences in AP course participation by race, gender, socio-economic status, and gifted designation were revealed across both fixed effects and interaction modeling. As expected, gifted students have a significantly greater probability of taking at least one AP class and also have a significant increase in the predicted number of AP courses taken when compared to non-gifted students. However, interactions reveal a more nuanced interpretation of these results.<\/div>
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36 The Leading Wisdom Development Framework: An Integrated Roadmap for Cultivating Purpose and Meaning<\/strong><\/p>

Manoj\u00a0Chandra Handa
NSW Department of Education
Australia<\/p>

It is argued that wisdom development should be the ultimate goal of educating gifted learners. It is not merely what talents gifted learners develop, but how they use these talents, which will determine how meaningfully they lead their lives, and contribute to the lives of others in society. A theoretically grounded Leading Wisdom Development Framework is presented which articulates developmental levels of wisdom \u2013 emerging, developing, enhancing, and advancing wisdom. Research and evidence-based, practical leadership actions and pedagogical strategies will be shared for wisdom development of gifted learners so that they can use their talents for the greater good of others.<\/div><\/div>
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146 The Role of Higher Education in Developing Academically Gifted Students in Kazakhstan<\/strong><\/p>

Didar\u00a0Zhakanbayev
University of Glasgow
United Kingdom<\/p>

This paper will consider extant literature relating to the experience of academically gifted school graduates (AGSG) in higher education institutions in Kazakhstan. It is unclear what obstacles AGSGs confront at the university, and what support and academic challenges HE institutions provide AGS. This paper will present three main areas that emerge as issues from the literature: 1. pedagogy and teaching AGS in HE; 2. Wellbeing and support provided to AGS; and 3. The development of soft skills, including leadership skills of AGS. It will conclude by considering the impact on individuals and society if AGSGs are not recognised and supported.<\/div>
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42 The SPARKLE Project: What Makes Teachers of the Gifted Thrive in Their Jobs?<\/strong><\/p>

Christine\u00a0Deitz
Jodie Mahony Center for Gifted Education
United States<\/p>

Wendy\u00a0Behrens
Minnesota Department of Education
United States<\/p>

Eleonoor\u00a0Van Gerven
Slim! Educatief BV
Netherlands<\/p>

Ana\u00a0Mir\u00f3
University of Puerto Rico
Puerto Rico<\/p>

In this session, presenters will share an empirical study among American and Dutch teachers of the gifted on their motivation and what makes them thrive in their jobs. As a group, teachers perceived themselves as change agents and the positive effects they have on their students appear to be the most significant driver of their work.<\/div>
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200 The State of Research on Mathematical Giftedness: A Bibliometric Analysis<\/strong><\/p>

Yasemin\u00a0Sipahi
University of Georgia
United States<\/p>

A. Kadir\u00a0Bahar
University of Georgia
United States<\/p>

The purpose of this bibliometric study was to review the existing literature and the general directions in the research of mathematical giftedness. In particular, we investigated how the field of study of mathematical giftedness has changed since it first emerged in educational and psychological studies. Analyzing 223 peer-reviewed articles published between 1960 and 2022, our findings provided information about the key journals, articles, countries, institutions, authors, and networks among researchers in this field. Further, we evaluated the key research topics investigated in the literature pertaining to mathematical giftedness and discussed how mathematical giftedness research evolved over the years.<\/div>
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134 The Talent Development in Achievement Domains (TAD) Framework: Applications in Research and Practice<\/strong><\/p>

Franzis\u00a0Preckel
University of Trier
Germany<\/p>

From a talent development perspective, giftedness can be described as a person’s potential to develop far above-average performance in certain domains. The TAD constitutes a general framework that is applicable to a variety of achievement domains. It resulted from the collaborative efforts of 11 international researchers. The framework builds on an understanding of potential as malleable and multidimensional. It distinguishes four levels of talent development, specifies level-dependent predictors and indicators, and outlines processes that lead to interest and success in a domain. The presentation summarizes recent research and practical applications based on the TAD framework.<\/div>
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135 The Victorian Student Excellence Program (2020-2022); But Wait There\u2019s More!<\/strong><\/p>

Kathy\u00a0Harrison
Virtual School Victoria – Department of Education and Training
Australia<\/p>

Susan\u00a0Nikakis
Victorian Association for Gifted and Talented Children (VAGTC)
Australia<\/p>

Claire\u00a0Reid
Virtual School Victoria – Department of Education and Training
Australia<\/p>

Aiming to increase capability in Victorian schools to cater to the needs of high ability students, the Department of Education and Training has adopted a multi-faceted approach over three years: High Ability Practice Leaders in every school, supported with professional learning. Victorian High Ability Program (Math and English) for Years 5 \u2013 8 students, with carefully crafted curriculum and specialist teachers providing both synchronous and asynchronous open-ended learning with like-minded students. empowering parents via VAGTC\u2019s parent seminars and help line. This presentation focuses on the impact of this approach and its future.<\/div>
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193 Thinking Routines for Highly Able Mathematics Students<\/strong><\/p>

Tracey\u00a0Mackin
Nossal High School
Australia<\/p>

Jaron\u00a0Gould
Nossal High School
Australia<\/p>

Staff from an academically select senior school in Australia, will outline the development and use of a thinking routine which develops both the problem-solving skills and the metacognitive capabilities of a group of highly able mathematics students. The thinking routine, based on an inquiry model, is used in a highly differentiated context which foregrounds student choice and provides the high ceiling which gifted and talented students both need and value.\u00a0<\/div>
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155 Thoughtful Change Agents: Gifted Students as Cultural Catalysts in the Making<\/strong><\/p>

Richard\u00a0Cash
nRich Educational Consulting, Inc.
United States<\/p>

Elizabeth Jennings, Nelson Mandela, Caesar Chaves, Martha Graham. Rebels rock! Change happens when ideas are challenged. To support gifted students as cultural catalysts, we must provide them with the tools to be the change agents. Divergent thinking, authenticity of heart, and social kindness and care are the fundamentals. This session will guide you toward developing thoughtful leaders and change agents.<\/div>
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164 Throw the Baby Talk Out with the Bathwater: Communicating Effectively & Respectfully with Young Gifted Students<\/strong><\/p>

Mary\u00a0Lyon
The Grayson School
United States<\/p>

While we may talk to our pets in a \u201cbaby voice,\u201d young gifted students can feel disrespected when teachers \u201ctalk down\u201d to them. Adults who use diminutive language with gifted young children, especially when seeking intellectual connection or asking a serious question, may unintentionally harm the very relationship they are trying to forge. This session will teach attendees specific techniques from theatre that can be used to respectfully communicate with young gifted children in conscious and deliberate ways.<\/div>
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122 Toolbox for Working with Gifted Students<\/strong><\/p>

Todd\u00a0Stanley
Pickerington Local Schools
United States<\/p>

There is more than one way to work with gifted students. It is best for teachers to develop a toolbox of strategies for working with gifted students that both fits the needs of the student and the capability of the teacher. This session will look at some of these strategies and the impact they can have on the classroom. Teachers can put these in their toolbox and then take them out whenever they have a job it would be useful for.<\/div>
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142 Transformative Gifted Education: Students’ and Teachers’ Perspectives in the Context of Critical Thinking and ESD<\/strong><\/p>

Christian\u00a0Fischer
University of Muenster
Germany<\/p>

Marcus\u00a0Kohnen
University of Muenster
Germany<\/p>

David\u00a0Rott
University of Muenster
Germany<\/p>

In view of global challenges, transformative gifted education is becoming increasingly relevant. The session will first present theoretical backgrounds, which will show perspectives for the design of school practice. Then, two empirical studies are presented. First, teachers (N=52) and students (N=293) were asked about their understanding and experiences of critical thinking. The second study investigated how students (N=291) deal with dilemmas in the context of ESD. From this, possibilities for action can be derived as to how critical thinking and ESD can be trained in context of transformative gifted education in schools and which perspectives are still desiderata.<\/div>
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177 Trauma and the Gifted<\/strong><\/p>

Michelle\u00a0Vignon
Makana Soul Counseling
United States<\/p>

Since the pandemic, the area of trauma has become more evident in the lives of people. The interaction of gifted traits, such as overexcitabilities or intensities, Adverse Childhood Experiences (ACEs), and trauma are only now beginning to be understood. The result is that the effects of trauma might not be seen in those who are gifted and interpreted as something other than trauma. Learn how trauma can manifest itself in someone who is gifted along with practical techniques that can be used for the individual.<\/div>
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49 Truthmaker Semantics, Divergent Thinking, and Equity in Gifted and Talented Education<\/strong><\/p>

Mary\u00a0Pei
Johns Hopkins University
United States<\/p>

Melanie\u00a0Meyer
Baylor University
United States<\/p>

Jonathan\u00a0Plucker
Johns Hopkins University
United States<\/p>

We propose merging philosophical theory, specifically ideas about truthmaking, or what makes something true in the world (Fine, 2017), and ontic vagueness, or differences in our perceptions of the world and what is in the world (Barnes, 2010), with principles from creativity research (e.g., flexibility and divergent thinking). We argue that \u201cincorrect\u201d student responses on identification tests may be better understood as culturally and linguistically diverse students responding to vagueness. Our session introduces truthmaker semantics and ontic vagueness through interactive examples and facilitates audience discussion about incorporating these concepts into gifted and talented education research.<\/div>
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131 Twice or Thrice Exceptional?<\/strong><\/p>

Genevieve\u00a0Thraves
University of New England
Australia<\/p>

In Australia, early identification of twice-exceptionality is hampered by a lack of contextually appropriate identification tools. This is exacerbated by the fact that Australian indigenous communities often hold a more multi-dimensional perception of exceptionality, and this provides a challenge to our current understanding of the term \u2018twice exceptional.\u2019 This presentation reports two studies that explored ways to assist teachers in identifying students\u2019 abilities\/needs. Considered together, the studies reveal the importance of acknowledging the complexity of the interplay of exceptionalities, and also raise the possibility of the indigenous student who is intellectually and\/or culturally gifted, and who also has a learning difficulty.<\/div>
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209 Twice-Exceptional Adult Perspectives on Their Psychosocial Experiences<\/strong><\/p>

Candice\u00a0James
Monash University
Australia<\/p>

Leonie\u00a0Kronborg
Monash University
Australia<\/p>

It is acknowledged in gifted education research that giftedness can coexist with a disability. This study focuses on how twice-exceptionality is experienced into adulthood. In this qualitative research study, we interviewed 14 adults who had been identified as intellectually gifted and on the Autism spectrum, gifted\/ADHD, or gifted with a specific learning disorder to reflect on their lives and their psychosocial experiences. Themes that emerged were: identification of twice-exceptionality as an adult through professional help-seeking; significant parent and teacher relationships; high school as the main period for the onset of academic and lasting emotional struggles; vocational struggles, and creative interests.<\/div>
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228 Underachievement in Gifted Asian Americans – Data Desegregation and Local Norms Considerations<\/strong><\/p>

LIN\u00a0Lim
Bridges Graduate School
United States<\/p>

With an over-representation of Asian Americans participating in gifted and talented public programs, does underachievement occur in Asian Americans? Asian Americans is a diverse and hybrid group made up of many ethnicities, immigrational history, and cultural norms. By 2060, Asian Americans are projected to be 8.1% of the US population, and made up of more than 30 ethnic subgroups, with 6 ethnic origin groups comprising about 85% of the Asian American Population. A survey of Asian American Literature is presented, followed by the recommendation for data desegregation and local norm considerations so that underachieving gifted Asian American students can be identified and supported in public schools.<\/div>
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180 Understanding the Guiding Principles of Equity-Driven Professional Learning<\/strong><\/p>

Katie\u00a0Lewis
York College of Pennsylvania
United States<\/p>

Angela\u00a0Novak
East Carolina University
United States<\/p>

Want to get the most out of your professional learning time? Join us to learn about the seven Guiding Principles of Equity-Driven Professional Learning. Presenters will share how facilitators can use these principles to guide the planning of equity-driven professional learning including pulse-taking, establishing safe zones, individualizing professional learning plans, cultural training beyond surface-level, school\/home connections, identifying grows and glows, and engaging in courageous conversations. Examples of the principles at work will be shared with participants along with ideas of how to bring the principles back to their own districts and integrate them within their own professional learning experiences.<\/div>
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54 Understanding Twice Exceptional Learners<\/strong><\/p>

Wendy A.\u00a0Behrens
Minnesota Department of Education
United States<\/p>

C. Matthew\u00a0Fugate
Bridges Graduate School for Cognitive Neurodiversity in Education
United States<\/p>

Cecelia\u00a0Boswell
Austin Creek Education Systems
United States<\/p>

Claire E.\u00a0Hughes
Cleveland State University
United States<\/p>

Gifted students with disabilities are at-risk when their instructional, and social and emotional needs are not recognized and supported. These co-occurring conditions are common among gifted learners. While identification of these learners is challenging for even the most experienced education professional, understanding the unique strengths and challenges of twice-exceptional learners will help prepare practitioners and parents as they work to meet those needs. In this session, four presenters will discuss strength-based options for students who have exceptional strengths and learning disabilities.<\/div>
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106 Using Gratitude to Build and Champion Resilience<\/strong><\/p>

Dianne\u00a0Allen
Visions Applied
United States<\/p>

Gifted individuals deeply experience the events of a rapidly changing world. In this presentation, Dianne will explore giftedness and resilience and the role gratitude has in fostering resilience in daily life. Dianne shares several salient cases to illustrate the role gratitude has in ongoing relief of depression, anxiety, overwhelm and other challenges gifted people experience. Attendees will leave with an understanding of 3 types of gratitude, how it impacts resilience, and transitions.<\/div>
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75 Validity and Reliability of the Gifted Underachievement Scale Teacher\u2019s Form (GUS-T)<\/strong><\/p>

Marilena Z.\u00a0Leana Ta\u015fc\u0131lar
Istanbul Medeniyet University
Turkey<\/p>

This study assessed the validity and reliability of the Gifted Underachievement Scale Teacher’s Form (GUS-T) for identifying underachievement in gifted students from the teacher perspective. Validity and reliability analyses were performed with 328 teachers. Results showed that the GUS-T has a high level of internal consistency with a Cronbach’s alpha value of .94, and acceptable test split analyses for reliability. Exploratory and Confirmatory Factor Analyses revealed that the GUS-T consists of an eight-factor structure. In conclusion, the GUS-T is a reliable and valid tool for identifying underachievement in gifted children from the teacher perspective.<\/div>
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23 Vertical Differentiation: Strategies to Stretch Student Thinking<\/strong><\/p>

Emiy\u00a0Mofield
Lipscomb University
United States<\/p>

This session highlights strategies to stretch student thinking, promote deep learning, and provide layers of challenge for gifted students. The strategies are representative of evidence-based practices that build schema, academic language, and scaffolds within curriculum to intentionally foster gifts and talents of students from underrepresented groups. Leave with concrete examples to support and extend student thinking across content areas.<\/div>
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52 What do Counselors Needs to Know about Acceleration?<\/strong><\/p>

Wendy\u00a0Behrens
Minnesota Department of Education
United States<\/p>

Acceleration is well-supported by research and tools are available for making informed decisions. Drawing on decades of research and practical experience with acceleration, presenters will provide the facts needed for making acceleration decisions and talking with students, families, and educators about the potential impact of the decision. They will discuss evidence of successful acceleration as well as causes for concern.<\/div>
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225 What do Teachers Think About Instructional Justice?<\/strong><\/p>

Hasan\u00a0Akdeniz
Western Kentucky University
United States<\/p>

Julia Link\u00a0Roberts
Western Kentucky University
United States<\/p>

Teachers’ beliefs and experiences about differentiated instruction can significantly impact the education of gifted students. This qualitative study sought teachers of gifted and talented students’ knowledge and practice about differentiated instruction. Findings indicated that teachers have positive attitudes but need more information about differentiated instruction. Some teachers explain differentiated instruction as “individualized instruction,” and some explain that it makes them flexible in a classroom. Teachers’ differentiation strategies differ depending on their field. Teachers claim they could not differentiate their instruction due to insufficient materials, practice, and time constraints.<\/div>
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70 What Is Mathematical Giftedness? Associations with Intelligence, Openness, and Need for Cognition<\/strong><\/p>

Nina\u00a0Kr\u00fcger
University of Hamburg
Germany<\/p>

Mieke\u00a0Johannsen
University of Hamburg
Germany<\/p>

It is common practice in the educational system to foster high mathematical abilities in schools as well as in specific promotional programs. Still, little is known about the construct of mathematical giftedness itself. In line with intellectual investment theories, this study investigates the relationship between fluid intelligence (figural and numerical), openness, and the need for cognition with mathematical abilities.<\/div>
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73 What, When, and How? Developing Executive Control in Gifted Learners<\/strong><\/p>

Bonnie\u00a0Taylor<\/p>

United States<\/p>

Gifted learners may appear to achieve with little guidance, relying mostly on natural talents and personal drive. However, this is a myth, exacerbated by the misconception that gifted individuals have the ability to excel without intervention and support. Knowing “what, when and how” is critical to success in life. What happens when their giftedness masks a lack of Executive Control? This session will uncover the connection between striving gifted learners and the necessary Executive Functions and Executive Skills to move past self-doubt and underachievement to personal fulfillment.<\/div>
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227 What’s the point? Gifted Perspectives on School Learning Experiences<\/strong><\/p>

Carolyn\u00a0Prince
Griffith University
United States<\/p>

Underachievement is a complex and multi-faceted experience. This presentation focuses on sharing the findings of a qualitative research study into the phenomenon of underachievement for intellectually gifted, early adolescents in South East Queensland. Student experience with boredom, disengagement and connectedness were significant factors that impacted academic outcomes, family dynamics and individual self-perception. Focusing on student voice, through sharing key stories and quotes of the six participants and their families, this presentation delves into the opinions and motivators for gifted underachievers.<\/div>
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89 When Creativity Is a Struggle: Realities and Remedies for Gifted Learners<\/strong><\/p>

Joanne\u00a0Foster
GIfted Unlimited, LLC
Canada<\/p>

Creativity is a choice, it evolves, and it invigorates personal growth (including problem-solving, self-confidence, well-being, and relationship-building). We discuss various issues and influences that can affect children\u2019s creativity. Most importantly, we consider why some children who have gifted-level capacities in one or more domains may have difficulty igniting creativity, or infusing it into their everyday lives, activities, and learning opportunities. We discuss reasons for this as we look at environments, challenges, motivation, self-actualization, feelings, technological advances, and other impactful factors\u2014and consider a range of concerns alongside supportive measures and practical strategies to help children spark and maximize their creativity.<\/div>
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152 When Gifted Students Can’t Get Along: Conflict Mediation Through Collaborative Problem-Solving<\/strong><\/p>

Sophia\u00a0Coates
The Grayson School
United States<\/p>

Ashley\u00a0Freeborn
The Grayson School
United States<\/p>

Gifted students have a passion not only for learning, but also for the relationships they foster. Like all students, they encounter peer conflicts and are in need of social problem-solving skills. Through a collaborative problem-solving approach, the counseling team at a school for gifted children has found success modeling and teaching natural or logical ways to resolve conflict across grades PreK-12 to satisfy gifted students\u2019 need for morality and justice. Presenters will share practical, real-world strategies, resources, and ideas for leveraging gifted students\u2019 natural inclination toward fairness, justice, and logic as a way to build their conflict resolution skills.<\/div>
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10 Why Regulating Emotions is Challenging for Gifted and 2e Learners and What to Do About It<\/strong><\/p>

Julie\u00a0Skolnick<\/p>

United States<\/p>

Emotion regulation is a challenge for twice exceptional children. Grappling with intensities, a strong sense of justice, frequently challenged with output and frustrated by a lack of social nuance, 2e learners act out in ways that seem out of sync. Using the \u2018Formula for Emotion Dysregulation\u2019 participants gain a deep understanding of why the 2e profile often includes emotion dysregulation and what underlies a child’s behavior. Attendees learn best ways to respond, rather than react, to stop or shorten the downward cycle. Using research and practice, participants will learn how and why screen time can cause dysregulation — and how to approach structuring and addressing screen time with 2e learners. Attendees learn strategies for reducing anxiety, which is often attendant to emotion dysregulation, and will learn to recognize what helps a 2e child fill (or empty) his ‘bucket of resilience.\u2019<\/div>
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156 Young and Curious: An Inquiry-based Learning Approach for After School Enrichment<\/strong><\/p>

Montserrat\u00a0Lobo
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Alexandra\u00a0Vuyk
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Liz\u00a0Barrios
Aikumby Center for Giftedness and Creativity
Paraguay<\/p>

Inquiry-based learning overcomes the dichotomous approach in which there is only one correct answer, and it is given by the teacher. Instead, this model acknowledges more than one answer and engages in exploratory thinking more than in the answer itself. This approach is key for the learning process of gifted children, who are natural critical thinkers. However, the educational system in Paraguay is still more traditional than creative. We took on the challenge of creating the first after-school enrichment program for gifted children exclusively. The findings indicate that community involvement and experiential learning are critical to talent development.<\/div>
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44 Your Mind is a Globe: Get a Passport & Start Traveling<\/strong><\/p>

Kali\u00a0Fedor
Commonwealth University of Pennsylvania – Bloomsburg Campus
United States<\/p>

Ciminy\u00a0St. Clair
Pennsylvania Association for Gifted Education
United States<\/p>

Growth does not happen when you are in your routine surroundings. True growth happens when we are pushed outside of our comfort zones and must learn to thrive in an environment filled with differences. By providing our students with opportunities to connect, network, and learn through diverse global lenses will set them up for success as emerging leaders, creators, and peacemakers.<\/div>
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