How We Know What We Know
Bridges Academy has specialized in the education of 2e students for over 30 years.
Our expertise in educating and supporting twice-exceptional students stems from extensive research, implementation of proven educational models, and bringing industry-leading experts and educators together under the Bridges Education Group (BEdG) umbrella.
Families, students, faculty and staff benefit from our commitment to small school care, evidence-based teaching and learning, and the daily collaboration with our world class colleagues who alongside Bridges Academy, make up or collaborate closely with the BEdG:
The Bridges 2e Center for Research and Professional Development was founded in 2006 after Bridges Academy received multiple requests for information about 2e, the Academy’s programming, and ways in which others could incorporate this knowledge in other educational settings. With the unique opportunities afforded by working with Bridges Academy as a demonstration and lab school, the 2e Center is now a multi-disciplinary hub where professionals, scholars, and practitioners combine expertise to enhance understanding of a growing awareness of 2e students.
Bridges Academy established Bridges Graduate School of Cognitive Diversity in Education embraces the philosophy of celebrating human cognitive diversity and the belief that education should be strength-based and talent-focused. Through degree and certificate programs, the graduate school develops leaders, advocates, and scholars in the field of gifted cognitive diversity. These scholars produce industry-leading research, present at conferences, and work closely with Bridges Academy faculty and administration in implementing and evolving these learnings.
Leading research that guides our educational approach, produced by colleagues outside of Bridges and by Bridges Education Group faculty and administrators themselves, includes:
Renzulli Triad Model and Enrichment Clusters: The Enrichment Triad Model was designed to encourage the creative productivity of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model. — Renzulli
Academic Talent Development: The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process as the transformation of outstanding natural abilities, or gifts, into outstanding systematically developed skills which define expertise, or talent in a particular occupational field. —Gagne
Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. This study sought to understand the experiences of a cohort of students who entered a strengths-based private school for twice-exceptional students during middle school and successfully completed graduation requirements. Using a case study design, the researchers analyzed data collected from student and teacher interviews, parent focus groups, educational records, and psychological reports. — Baum, Schader, Hebert.
Using a positive lens: Engaging twice-exceptional learners. Getting to know students through their positive attributes, along with any obstacles to their success, can lead to academic, social, and behavioral growth. Defining twice exceptional (2e) as those whose high abilities are coupled with learning and/or behavioral challenges, this chapter illustrates 2e using the metaphor of green. — Baum, Schader
Bridges Academy: A Strengths-Based Model for 2e. This chapter explores the programmatic components of a successful strength-based school serving twice exceptional (2e) students in grades 4 through 12. The chapter first provides a brief overview of the school’s background to shed light on the unique learning needs of 2e students and discusses the institutional foundations and beliefs that best support student growth. — Sabatino, Wiebe
To be gifted & learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, and more. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. From a thorough description of twice-exceptionality and the unique learning patterns of these students, to strategies for identification, comprehensive programming, talent development, and instructional strategies, this book explores the distinguishing strengths (yellows) and complex challenges (blues) that these students face. — Baum, Schader, Owen
The Mythology of Learning: Understanding Common Myths about 2e Learners.
- Developed in partnership with faculty and staff from Bridges Academy, a college preparatory school in Los Angeles for 2e learners
- Offers research- and experience-based insights, strategies, and methods
- Covers development, academics, and social/ emotional well-being
Writing and the 2e Learner: Issues and Strategies.
- Includes a four-part series developed in partnership with 2e Newsletter by Bridges Academy, a college preparatory school in Los Angeles for 2e learners
- Offers research- and experience-based strategies for helping 2e learners overcome impediments to writing
Why Isn’t Talent Development on the IEP? SEM and the Twice Exceptional Learner.
Twice exceptional students have unique issues that respond especially well to a talent development approach especially within the context of the Schoolwide Enrichment Model Through case studies and a review of successful projects using SEM with at-risk populations, this article provides a rationale for using a talent development approach. — Baum, Novak
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2e Center Contact:
info@2ecenter.org