The World Giftedness Centre, affiliated with the Hamdan Bin Rashid Al Maktoum Foundation for Medical and Educational Sciences, has concluded its specialized digital workshop titled “Educating Twice-Exceptional Learners: Connecting Paradigms.” The workshop was organized as part of the Centre’s professional development program and attracted more than 200 educators, researchers, and specialists from around the world.
Commenting on the occasion, Dr Mariam Al Ghawi, Director of Hamdan bin Rashid Al Maktoum Centre for Giftedness and Innovation, said: “This workshop on twice-exceptional learners represents an important milestone within the World Giftedness Centre’s programs. We are committed to delivering high-quality academic and educational content grounded in the latest theories and practices for supporting students with exceptional abilities who also face learning challenges. This initiative reflects our dedication to building an inclusive educational ecosystem that enhances the quality of specialized services for this vital group, while also empowering educators to identify and engage with them effectively and professionally.”
The workshop was delivered by Dr. Claire E. Hughes, an international expert in twice-exceptional education, who presented the “Trellis and Blossom” educational model. This model integrates structural support with creative growth, emphasizing personalization and adaptive technologies. The workshop also highlighted the role of artificial intelligence in creating inclusive learning environments that are responsive to the needs of twice-exceptional students.
Sessions focused on students who demonstrate advanced intellectual abilities and talents while also facing educational or behavioral challenges requiring precise interventions. These included multi-tiered systems of support (MTSS) and individualized learning pathways designed to enhance performance and remove psychological and cognitive barriers.
Participants discussed practical strategies for implementation across diverse educational settings. The workshop generated rich interaction, raising questions on inclusion policies, educational equity, ethics of adaptive assessment, and the development of Individualized Education Plans (IEPs) that balance both strengths and challenges.
This workshop reflects the Foundation’s ongoing efforts to equip educators with the skills needed to support some of the most complex learner groups within educational systems, while providing professional learning opportunities aligned with international standards and research-based best practices in gifted and special education.
