{"id":47,"date":"2018-07-03T03:33:24","date_gmt":"2018-07-03T03:33:24","guid":{"rendered":"http:\/\/www.2empoweruk.org\/?page_id=47"},"modified":"2018-09-19T13:39:23","modified_gmt":"2018-09-19T13:39:23","slug":"resources","status":"publish","type":"page","link":"https:\/\/www.2empoweruk.org\/index.php\/resources\/","title":{"rendered":"Resources"},"content":{"rendered":"

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Some useful general resources and Academic publications.<\/p>\n\n\n\n
\u00a0General:<\/span><\/th>\n<\/tr>\n<\/tbody>\n<\/table>\n

2e Twice Exceptional (Trailer)<\/a><\/span><\/p>\n

2e Twice Exceptional NewsLetter<\/a><\/span><\/p>\n

2e What to Ask Your Child’s School (Checklist)<\/a><\/p>\n

Seven Myths about 2e Twice Exceptional Students<\/a><\/p>\n

Academic Earth Free Online Courses & Lectures for Engineering<\/a><\/span><\/p>\n

Academic Earth Free Online Courses & Lectures for Science & Math<\/a><\/span><\/p>\n

10 Apps to Help with Note-Taking<\/a><\/p>\n

Assistive Technology<\/a><\/span><\/p>\n

Assistive Technology & Apps<\/a><\/p>\n

Assistive Technology, Student Usage Examples<\/a><\/span><\/p>\n

British Dyslexia Association<\/a><\/span><\/p>\n

Concepts Based Learning<\/a><\/p>\n

Hoagies’ Gifted Education Page<\/a><\/p>\n

Khan Academy\u00a0<\/a><\/span><\/p>\n

‘Imposter Syndrome’<\/a><\/p>\n

Making a difference: Meeting Diverse Learning Needs with Differentiated Instruction<\/a><\/p>\n

MENSA for KIDS<\/a><\/span><\/p>\n

Peer Mentoring for Bright Kids\u00a0with\u00a0Learning Differences<\/a><\/span><\/p>\n

Project TEAMS (Twice Exceptional Students Achieving & Matriculating in STEM)<\/a><\/p>\n

ScienceNewsForStudents<\/a><\/span><\/p>\n

SENG<\/a><\/span><\/p>\n

Speech Recognition Technology & Dyslexia<\/a><\/p>\n

Teaching for Neurodiversity: A Guide to Specific Learning Difficulties<\/a><\/span><\/p>\n

Tiered Curriculum Project (Lessons are levelled by readiness (ability), by interest & by learning styles)<\/a><\/p>\n

Understood<\/a><\/span><\/p>\n\n\n\n
\u00a0Academic Publications:<\/span><\/th>\n<\/tr>\n<\/tbody>\n<\/table>\n

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<\/i>(1), 29\u201338. <\/span><\/p>\n

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<\/i>(9), <\/i>1781\u20131789. <\/span><\/p>\n

Assouline, S. G., Foley Nicpon, M., & Whiteman, C. S. (2010). Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability<\/a>. Gifted Child Quarterly, 54<\/em>(2),\u00a0102\u2013115.<\/span><\/p>\n

Assouline, S. G., & Whiteman, C. S. (2011). Twice-Exceptionality: Implications for School Psychologists in the Post\u2013IDEA 2004 Era.<\/a> Journal of Applied School Psychology, 27<\/em>(4), 380\u2013402.<\/span><\/p>\n

Baum, S. M., Schader, R. M., & H\u00e9bert, T. P. (2014). Through a different lens: Reflecting on a strength-based, talent-focused approach for twice exceptional learners. Gifted Child Quarterly, 58<\/i>(4), 311\u2013327. <\/span><\/p>\n

Blackburn, A. M., Cornish, L., & Smith<\/strong>, S. R. (2016). Gifted English Language Learners: Global Understandings and Australian Perspectives<\/a>, Journal for the Education of the Gifted<\/em>, 39(4), 338\u2013360.<\/p>\n

Blackburn, A. M., & Smith<\/strong>, 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<\/em> (Chapter 27<\/a>). USA: Sage Publishing.<\/span><\/p>\n

Budding, D., & Chidekel, D. (2012). ADHD and Giftedness: A Neurocognitive Consideration of Twice Exceptionality.<\/a>\u00a0<\/span>Applied Neuropsychology: Child, 1<\/em>(2), 145\u2013151.<\/span><\/p>\n

Dare, L., Smith<\/strong>, \u00a0S. R., & Nowecki, E. (2016). Parents’ Experiences of Grade-based Acceleration: Successes, Struggles, and Subsequent Needs<\/a>.\u00a0Australasian Journal of Gifted Education<\/em>, 25(2), 6\u201321,<\/p>\n

Foley Nicpon, M.,\u00a0Allmon, A.,\u00a0Sieck, B., & Stinson, R. D. (2010).\u00a0<\/span>Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?<\/a> Gifted Child Quarterly, 55<\/em>(1), 3\u201317.<\/span><\/p>\n

Foley Nicpon, M.,\u00a0Assouline, S. G., & Colangelo, N. (2013). Twice-Exceptional Learners: Who Needs to Know What.<\/a>\u00a0Gifted Child Quarterly, 57<\/em>(3), 169\u2013180.<\/span><\/p>\n

Furner, J. M. (2017). \u00a0Helping all Students Become Einstein\u2019s using Bibliotherapy when Teaching\u00a0Mathematics to Prepare Students for a STEM World.<\/a> Pedagogical Research, 2<\/em>(1), 1\u201311.<\/span><\/p>\n

Gallagher, S., & Smith<\/strong>, S. R. (2013). Acceleration for talent development: Parents\u2019 and teachers\u2019 attitudes towards supporting the social and emotional needs of gifted children.\u00a0The International Journal for Talent Development and Creativity (IJTDC)<\/em><\/a>, 1<\/em>(2), 97\u2013112,<\/p>\n

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<\/i>(1), 113\u2013126.<\/span><\/p>\n

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<\/i>(3), 318\u2013340.<\/span><\/p>\n

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. <\/span>Gifted Child Quarterly, 59<\/span><\/i>(4), 283\u2013298.<\/span><\/p>\n

Smith<\/strong>, S. R. (2015). A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers’ perspectives.<\/a> Australasian Journal of Gifted Education, 24<\/i>(1), 59-72.<\/span><\/p>\n

Smith<\/strong>, 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 <\/em>(pp. 65\u201387). Rotterdam, The Netherlands:\u00a0Sense Publishers.\u00a0http:\/\/dx.doi.org\/10.1007\/978-94-6300-046-8<\/a><\/p>\n

Smith<\/strong>, S. R. (2017).\u00a0\u00a0Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students<\/a>. In E. Frydenberg, A. Martin & R. Collie (Eds), Social and Emotional Learning in Australia and the Asia-Pacific <\/em>(pp. 147\u2013166). Singapore: Springer.<\/span><\/p>\n

Smith<\/strong>, 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), \u00a0Innovation Education <\/i>(pp. 41\u201366.).\u00a0<\/i>Ulm, Germany: The International Centre for Innovation in Education (ICIE).<\/span><\/p>\n

Smith<\/strong>,\u00a0S.\u00a0R.\u00a0(2018).\u00a0Scaffolding\u00a0the Social\u00a0and Emotional Learning Strengths\u00a0and Challenges\u00a0of Students\u00a0with Twice\u2010Exceptionalities.\u00a0In\u00a0F.\u00a0H.\u00a0R.\u00a0Piske\u00a0(Ed),\u00a0Creativity\u00a0<\/i>and S<\/i>ocio-Emotional D<\/i>evelopment\u00a0<\/i>of G<\/i>ifted S<\/i>tudents.<\/i> Lisbon, Portugal: Coimbra\u00a0University\u00a0Press.<\/span><\/p>\n

Smith<\/strong>, S. R. (2018). Diversity of giftedness and accessibility of provisions: Equity for Gifted English Language Learners<\/a><\/i> (GELLs),<\/span>\u2028<\/span>Gifted Awareness Week. AAEGT.<\/span><\/span><\/p>\n

Smith<\/strong>, 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.\u00a0<\/a>Australasian Journal of Gifted Education<\/em>, 25<\/em>(2), 52\u201369.<\/p>\n

Smith<\/strong>, S. R., & \u00a0Lu, \u00a0C. H. (2015). Nurturing Interdisciplinary Interconnections to Enhance Theoretical Talent Development: Using Metaphor to Reflect on Ambrose\u2019s Insights for Gifted Education<\/a>.\u00a0International Journal for Talent Development and Creativity<\/em>, 3<\/em>(2), 77\u201392.<\/a><\/p>\n

Townend, G., & Brown, R. (2016). Exploring a sociocultural approach to understanding academic self-concept in twice exceptional students. International Journal of Educational Research, 80<\/i>, 15\u201324.<\/span><\/p>\n

The Paradox of Giftedness and Autism<\/a><\/p>\n

The Paradox of Twice-Exceptionality<\/a><\/p>\n\n\n\n
Feedback, \u00a0Report a broken link, \u00a0Found an error?<\/span><\/th>\n<\/tr>\n<\/tbody>\n<\/table>\n

Contact Us<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Some useful general resources and Academic publications. \u00a0General: 2e Twice Exceptional (Trailer) 2e Twice Exceptional NewsLetter 2e What to Ask Your Child’s School (Checklist) Seven Myths about 2e Twice Exceptional Students Academic Earth Free Online Courses & Lectures for Engineering Academic Earth Free Online Courses & Lectures for Science & Math 10 Apps to Help … <\/p>\n

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