Resources – Welcome to 2eMPower

Ashburner, J. K., Rodger, S. A., Ziviani, J. M., & Hinder, E. A. (2014). Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework. Canadian Journal of Occupational Therapy, 81(1), 29–38.

Assouline, S. G., Foley-Nicpon, M., & Dockery, L. (2012). Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(9), 1781–1789.

Assouline, S. G., Foley Nicpon, M., & Whiteman, C. S. (2010). Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability. Gifted Child Quarterly, 54(2), 102–115.

Assouline, S. G., & Whiteman, C. S. (2011). Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era. Journal of Applied School Psychology, 27(4), 380–402.

Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strength-based, talent-focused approach for twice exceptional learners. Gifted Child Quarterly, 58(4), 311–327.

Blackburn, A. M., Cornish, L., & Smith, S. R. (2016). Gifted English Language Learners: Global Understandings and Australian Perspectives, Journal for the Education of the Gifted, 39(4), 338–360.

Blackburn, A. M., & Smith, S. R. (2018). Capacities, challenges, and curriculum for Australian learners with exceptional potential for English- language learning. In B. Wallace, D. Sisk & J. Senior (Eds). SAGE Handbook of Gifted & Talented Education (Chapter 27). USA: Sage Publishing.

Budding, D., & Chidekel, D. (2012). ADHD and Giftedness: A Neurocognitive Consideration of Twice Exceptionality. Applied Neuropsychology: Child, 1(2), 145–151.

Dare, L., Smith, S. R., & Nowecki, E. (2016). Parents’ Experiences of Grade-based Acceleration: Successes, Struggles, and Subsequent Needs. Australasian Journal of Gifted Education, 25(2), 6–21,

Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2010). Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going? Gifted Child Quarterly, 55(1), 3–17.

Foley Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-Exceptional Learners: Who Needs to Know What. Gifted Child Quarterly, 57(3), 169–180.

Furner, J. M. (2017). Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World. Pedagogical Research, 2(1), 1–11.

Gallagher, S., & Smith, S. R. (2013). Acceleration for talent development: Parents’ and teachers’ attitudes towards supporting the social and emotional needs of gifted children. The International Journal for Talent Development and Creativity (IJTDC), 1(2), 97–112,

Melogno, S., Pinot, M. A., & Levi, G. (2015). Profile of the linguistic and metalinguistic abilities of a gifted child with autism spectrum disorder: A case study. Child Language Teaching and Therapy, 31(1), 113–126.

Ronksley-Pavia, M. (2015). A model of twice exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood. Journal for the Education of the Gifted, 38(3), 318–340.

Rubenstein, L. D., Schelling, N., Wilczynski, S. M., & Hooks, E. N. (2015). Lived experiences of parents of gifted students with Autism Spectrum Disorder: The struggle to find appropriate educational experiences. Gifted Child Quarterly, 59(4), 283–298.

Smith, S. R. (2015). A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers’ perspectives. Australasian Journal of Gifted Education, 24(1), 59-72.

Smith, S. R. (2015). Differentiating teaching for sustainability for diverse student learning. In N. Taylor, C. Quinn & C. Eames (Eds), Educating for sustainability in primary schools: Teaching for the future (pp. 65–87). Rotterdam, The Netherlands: Sense Publishers. http://dx.doi.org/10.1007/978-94-6300-046-8

Smith, S. R. (2017). Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students. In E. Frydenberg, A. Martin & R. Collie (Eds), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 147–166). Singapore: Springer.

Smith, S, R. (2017). The Model of Dynamic Differentiation (MoDD): Innovation Education for Talent Development. In T. Yamin, K. W. McClusky, T. Lubart, D. Ambrose, K. C. McClusky & S. Linke (Eds), Innovation Education (pp. 41–66.). Ulm, Germany: The International Centre for Innovation in Education (ICIE).

Smith, S. R. (2018). Scaffolding the Social and Emotional Learning Strengths and Challenges of Students with Twice‐Exceptionalities. In F. H. R. Piske (Ed), Creativity and Socio-Emotional Development of Gifted Students. Lisbon, Portugal: Coimbra University Press.

Smith, S. R. (2018). Diversity of giftedness and accessibility of provisions: Equity for Gifted English Language Learners (GELLs), Gifted Awareness Week. AAEGT.

Smith, S. R., & Arthur-Kelly, M, (2016). Perceptions of differentiating pedagogy for gifted readers, typically developing readers, and students with reading difficulties in multi-grade primary classrooms. Australasian Journal of Gifted Education, 25(2), 52–69.

Smith, S. R., & Lu, C. H. (2015). Nurturing Interdisciplinary Interconnections to Enhance Theoretical Talent Development: Using Metaphor to Reflect on Ambrose’s Insights for Gifted Education. International Journal for Talent Development and Creativity, 3(2), 77–92.

Townend, G., & Brown, R. (2016). Exploring a sociocultural approach to understanding academic self-concept in twice exceptional students. International Journal of Educational Research, 80, 15–24.

The Paradox of Giftedness and Autism

The Paradox of Twice-Exceptionality

Feedback, Report a broken link, Found an error?