2e Self Advocacy Panel—Help Your Student Understand Their Brain, and Their Teachers, Too!
- REEL Team
- Dec 27, 2021
- 3 min read
Monday, Mar 29, 2021, 7-8:30pm
Panel Featuring:
Dr. Kari Berquist, Psychologist, http://kariberquist.com/about.html
Nancy Kong, Educational Therapist
Toni Ratzburg, Clinical Director, MFT, https://www.beaconwellnessteam.com/toni-ratzburg-lmft-52576
Knowing how your brain learns—and talking with your teachers about how they can modify assignments to fit your learning needs—is touted as one of the most important skills 2e students should develop. 2e kids often lose self-esteem when they aren’t able to learn the way the classroom or assignments are organized. Students gain confidence with the success that comes with having their environment or assignments adjusted so they can access their learning abilities. Explore the prerequisites to self-advocacy, discover how to help students understand what their brain needs to succeed at school, learn specific developmentally-appropriate techniques to try with your 2e learners, and gain skills to help you and your child communicate with educators about your child’s needs.
Transcript Below
Welcome & Introductions
Just as a reminder, our event tonight is co-hosted by REEL, the Community Advisory Committee for Special Education in Palo Alto, and PTAC, which is the Palo Alto Council of PTAs.
I'm Calli, the co-founder of REEL. We support twice-exceptional, neurodivergent learners by building bridges between their parents and educators. Tonight’s panel is focused on self-advocacy—what it looks like, how it evolves, and how we can support it.
We’re thrilled to have a mix of student, parent, and educator voices here to share their experiences.
Understanding Twice-Exceptionality
Twice-exceptional, or 2e, refers to students who are both gifted and have learning differences. These students often face unique challenges in school because their strengths can mask their struggles, and vice versa.
It’s important to recognize that 2e students may need accommodations while also being capable of advanced work. Supporting them means seeing the whole child—not just their diagnosis or their test scores.
Student Voices: Self-Advocacy in Action
Student 1:I used to feel like I had to hide parts of myself to fit in. But once I started speaking up about what I needed—extra time, breaks, or just a heads-up before a big assignment—it got easier.
Self-advocacy isn’t just about asking for help. It’s about knowing yourself and being brave enough to say, “This is what works for me.”
Student 2:I learned to email my teachers before class if I was having a tough day. It helped them understand I wasn’t being lazy—I just needed a little flexibility.
Student 3:Sometimes I use humor to explain my needs. Like, “My brain is a Ferrari with bicycle brakes.” It helps people get it without making it awkward.
Parent Perspectives
Parent 1:At first, I thought I had to do all the advocating for my child. But over time, I realized they needed to find their own voice. I started coaching them on how to talk to teachers and role-playing conversations at home.
Parent 2:It’s hard watching your child struggle, especially when they’re misunderstood. But when they start speaking up for themselves, it’s powerful. You see their confidence grow.
Parent 3:We use visuals and scripts to help our child prepare for meetings. It’s not about perfection—it’s about practice and progress.
Educator Insights
Educator 1:Listening is key. When a student tells me what they need, I take it seriously—even if it’s unconventional. That’s how trust is built.
Educator 2:I try to offer choices whenever possible. Do you want to present your project as a video or a slide deck? That flexibility helps 2e students shine.
Educator 3:Collaboration with parents is essential. They know their child best, and when we work together, the student benefits.
Q&A and Community Reflections
Audience Member:What advice would you give to a parent whose child is just starting to advocate for themselves?
Panel Response:Start small. Encourage your child to speak up in low-stakes situations. Celebrate their efforts, not just the outcomes.
Audience Member:How do you handle setbacks when advocacy doesn’t go as planned?
Panel Response:Normalize it. Advocacy is a skill, and like any skill, it takes time. Reflect, regroup, and try again.
Closing Remarks
Thank you to all our panelists for sharing your stories and strategies. Self-advocacy is a journey, and tonight we’ve seen how powerful it can be when students, parents, and educators walk that path together.
We encourage you to stay connected, share resources, and continue building inclusive spaces where every learner can thrive.
