Dr. Stacy Greeter presented "After the Diagnosis: Guiding Children Toward a Positive Neurodivergent Identity" for REAL, a nonprofit supporting twice-exceptional students. Drawing on her own late autism diagnosis, she contrasted deficit-based models with neurodiversity-affirming care, emphasizing strength-based framing. The Q&A covered age-appropriate disclosure, emotional regulation, finding community, and parental support.

Writing coaches Shu-Hsien Ho and Royd Hatta of Beyond the Box Learning help youth ages 7–21 write with power, clarity, and ease. Since 1996, they’ve used playful, visual strategies to teach essays, stories, and more through homeschool classes, summer camps, and Bay Area young writers clubs.

In this keynote address from the 2026 REEL Strengths Fair, neurodiversity activist and author Amanda Morin explores the transformative power of strengths-based communication. Drawing from her personal journey as a mother of neurodivergent children and her professional expertise, Morin argues that traditional "inherited" language often places undue emotional pressure and judgment on neurodivergent individuals.

Join Dr. Jessica Snowden Patel for an essential guide to neuropsychological evaluations. Learn when to test, why schools miss 2e learners, and what to ask.

We work with hundreds of K-12 faculty from schools all around Silicon Valley each month. If I had to boil down the most common theme that’s come up lately, it’s all about anxiety. We hope this resource serves as a starting point to think about how you can serve as a guide through turbulent times for your community. 

Parents of twice exceptional (2e) learners often notice early on that their children understand things deeply, even when everyday tasks don’t come easily. Conversations can move quickly into big ideas or detailed interests, yet school participation may be inconsistent from one day to the next. Many families spend time trying to make sense of how both can be true at once. After decades of working closely with highly gifted and 2e families, I have watched this same pattern emer

As parents, we’re full of knowledge, know-how, wisdom, and solutions, and when our kids are   infants and toddlers, we respond in a compassionately curious way, trying to understand what   they need or how to help them. As our kids get older, our expectations increase in line with   their age but even more so with their verbal abilities: the higher their verbal abilities, the   higher our expectations.   When they aren’t meeting those expectations, we don’t naturally respond

As parents and educators, we have traditionally been trained to look at our neurodivergent  children through a deficits-based lens, focusing more on what they struggle with than on the  unique strengths and cognitive abilities that can contribute to their personal growth and success.  In part, that’s because it’s easier to see what’s difficult. We know when reading or focus is hard  for our children. We see the frustration that comes with having difficulty managing transition