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Marcy Dann, Ed.D.
Dr. Dann offers consultation for parents who wish to develop a strength-based, talent-focused learning profile for your twice-exceptional (2e) child.
Projects and News
Dann Consultation
When parents of 2e children initially meet with me for a consultation to create their children's 2e learning profile, they tend to share what is “wrong” and what “needs to be fixed”. I notice that parents may be in various stages. They may be figuring out what is going on, confused as their 2e children have both strengths and weaknesses that mask each other. Or it may be that the parents have received assessment results and recommendations, yet their 2e children are still struggling. I hope this isn't the case, but if it is, a consultation may be ideal at this time.
What sets me apart is that I rely on parent perspectives and I use a positive psychology perspective in an atmosphere of mutual trust, respect, and clear communication. I believe that talent development opportunities engage 2e children.
If we meet for a consultation, I'll ask about your 2e child's educational backround, and I'll ask guided questions about your 2e child’s gifts, talents, and interests. This naturally shifts the discussion from what is "wrong" and "what needs to be fixed" to a focus on the non-negotiable learning environments in which 2e children thrive. Parent ease grows visibly as we discuss the nuances and complexities of 2e that occur at home, within, and beyond the school system.
As a result, parents are prepared to clearly communicate on behalf of their 2e child as they seek talent development opportunities during their 2e child's educational years. Many parents have shared that they have never before had such comprehensive strength-based, talent-focused, indepth discussion about their 2e child. They shake their heads and sigh. Some parents wonder aloud why they didn’t know about this approach sooner, and why it isn't widely available. I wish it was. I am hopeful that the growing body of research findings will further illuminate cognitive diversity and positively impact the availability and quality of programs, services, and best practices that address the multi-faceted, simultaneous needs of 2e children.
Those of you who have heard me speak at workshops know that I am passionate about: •listening to their stories and building support for parents who are raising 2e children, •recommending comprehensive assessments that accurately identify 2e learners, •providing effective learning profiles that describe 2e learning environments in which they thrive, and •encouraging teacher training programs to increase awareness of the complexities of 2e characteristics. Join me in ensuring that 2e children thrive, knowing that their parents, their teachers, and their specialists are encouraging their talent development. This is important to me, for all of us.
What sets me apart is that I rely on parent perspectives and I use a positive psychology perspective in an atmosphere of mutual trust, respect, and clear communication. I believe that talent development opportunities engage 2e children.
If we meet for a consultation, I'll ask about your 2e child's educational backround, and I'll ask guided questions about your 2e child’s gifts, talents, and interests. This naturally shifts the discussion from what is "wrong" and "what needs to be fixed" to a focus on the non-negotiable learning environments in which 2e children thrive. Parent ease grows visibly as we discuss the nuances and complexities of 2e that occur at home, within, and beyond the school system.
As a result, parents are prepared to clearly communicate on behalf of their 2e child as they seek talent development opportunities during their 2e child's educational years. Many parents have shared that they have never before had such comprehensive strength-based, talent-focused, indepth discussion about their 2e child. They shake their heads and sigh. Some parents wonder aloud why they didn’t know about this approach sooner, and why it isn't widely available. I wish it was. I am hopeful that the growing body of research findings will further illuminate cognitive diversity and positively impact the availability and quality of programs, services, and best practices that address the multi-faceted, simultaneous needs of 2e children.
Those of you who have heard me speak at workshops know that I am passionate about: •listening to their stories and building support for parents who are raising 2e children, •recommending comprehensive assessments that accurately identify 2e learners, •providing effective learning profiles that describe 2e learning environments in which they thrive, and •encouraging teacher training programs to increase awareness of the complexities of 2e characteristics. Join me in ensuring that 2e children thrive, knowing that their parents, their teachers, and their specialists are encouraging their talent development. This is important to me, for all of us.
Projects and News
speaking Events
19th ECHA Conference EXPANDING HORIZONS
28-31.08 Thessaloniki, Greece
Co-presenter: Talent Development: The key to motivation for twice exceptional students
Dr. Susan Baum and Dr. Marcy Dann
Panelist: A Picture is Worth a Thousand Words: Using film to address social and emotional needs of gifted and twice exceptional students
Dr. Susan Baum, Dr. Kristen Berman, Dr. Rose R. Blucher, Dr. Marcy Dann, Dr. Kimberly Vargas
Stanford Neurodiverity Summit 2024
Panel: How to Work Strengths Into the Curriculum (UDL)
2e at William & Mary: Twice Exceptional Online Conference (2e24)
Co-presenter Breakout Session: Their Stories: How Little Adjustments Led to Unexpected 2e Learner Breakthroughs
Dr. Marcy Dann and Dr. Kelley Monterusso
Description: Discover how little actions may immediately change the trajectory for twice-exceptional (2e) students who are stuck, resistant, avoidant, and anxious. While the needs of these students often remain unmet in schools (Baum et al., 2017; Reis et. al, 2014), their stories reveal how seemingly insignificant adjustments opened unexpected doors to self-actualization. Join us to learn about the powerful impact of small-scale changes that led to big breakthroughs and strength-based, talent-focused opportunities.
National Association of Gifted Children (NAGC) 2023
Co-presenter Workshop: Strength-based Planning: A parent's role
Dr. Susan Baum, Dr. Marcy Dann, and Kim Vargas
Description: While the law is clear that IEPs and 504 plans need to be build around students' strengths and interests, school personnel often have insufficient information about Twice-exceptional (2e) students' abilities. In this session, learn how to provide appropriate information about our child and how to create opportunities for your child to perfrom at his or her personal best.
Bridges Academy and Bridges Academy Online 2023
Workshop: Executive Functioning Skills Towards Autonomy
2e at William & Mary: Twice Exceptional Online Conference (2E23)
Create a 2e Profile: Under What Conditions does your Child Thrive?
2e at William & Mary: Twice Exceptional Online Conference (2E23)
Co-presenter Session: From Survival Mode to Self-Actualization: Preserving the Dignity of 2e Students
California Association of the Gifted (CAG) 2023
Create 2e Profiles with Ease Using a Strength-based Lens
Sycamore School Gifted Summit 2023 Reaching New Heights
Strength-based, Talent-focused Lens: 2e Students Thrive!
AAGT Tap in Talent! 49th Annual Conference (2023)
Create a 2e Learner Profile with Expertise
CHADD Bergen County 2022
Processing Speed and Working Memory Skills
REEL2e.org 2022
Processing Speed Skills
CAG 2022
Online Panelist: Creating friendly environments for neurodiverse learners
2e at William & Mary: Twice Exceptional Online Conference (2E22)Online Breakout Session Title: Non-negotiables in the Learning Environment for Twice-exceptional LearnersEducators who create learning environments must consider the intellectual, social, creative, emotional, and physical non-negotiable needs in the classroom that support the joyful learning experiences of twice-exceptional learners. For educators and parents.
2e at William & Mary: Twice Exceptional Online Conference (2E22)
Online Breakout Session Title: What Do Parents Do With Their Children's Assessment Results? Description: Parents may receive the results of their twice-exceptional child’s psycho-educational evaluation but have varying responses. To what extent might parents understand the results? Do parents desire further clarification of the results and support to follow the list of recommendations? Continued parent education regarding the assessment results goes a long way to guide parents who are invested in supporting their child both at school and at home especially when using a strength-based, talent focused lens. For parents.