Articles on Diverse Populations of the Gifted

An Interview with Wenda Sheard: Gifted in Paris

An Interview with Wenda Sheard: Gifted in Paris Question by Michael Shaughnessy: I understand that you recently spoke in one of the most beautiful cities in the world—Paris, France. Tell our readers about it. Answer by Wenda Sheard: The speaking engagement in Paris...

Developmental Phases of Social Development

Developmental Phases of Social Development by Linda Kreger Silverman A parent who had just learned that her son was highly gifted remarked fearfully, "But I want my child to be a good neighbor!" She was worried that if her son was placed in a self-contained program...

Talent Development: Accommodating the Social and Emotional Needs of Secondary Gifted/Learning Disabled Students

The population of students in secondary schools who are concomitantly gifted and learning disabled is especially at risk for poor academic performance. Often, their sense of self has been damaged by schools’ overemphasis on their disabilities at the expense of efforts aimed at enhancing their strengths. Using student cases and a review of literature as a foundation, this exploration advocates the development of individual student talent as a philosophical theme for schools to accommodate the social and emotional needs among gifted/learning disabled youth. Descriptions of several educational innovations and reform components, likely to enhance talent development, are included as additional means for examining the critical relationship between self esteem and academic success.

Affective Development of Gifted Students with Nontraditional Talents

Children, whose talents and gifts exist in those domains distinct from the intellectual, academic, and athletic realms should still be considered gifted. They are especially talented in one or more areas of human pursuit although their talent is reflected in domains unique from those customarily served by schools; and their social and emotional development appears to be unique. Such young people are in particular danger for generalized school failure, for the manifestation of a variety of social and emotional problems, and are at risk for underdevelopment and occasionally even denial of their talent. Case study data are used to examine this conundrum and its potentially negative effects on individual student’s emotional self-development. Included are explorations of several interventions for enhancing affective growth among a group of students that is triply different from their peers.

Managing His Image: The Challenge Facing a Gifted Male

By Thomas P. Hébert Gabe was producing as little as possible in his middle school classes. Teachers reported this gifted young man was doing just enough to get by. Parents were also concerned with his lack of enthusiasm for school. He was a skateboarding enthusiast...

An Interview with Janet Davidson: Reflections on Gender and Giftedness

An Interview with Janet Davidson: Reflections on Gender and Giftedness SENG's Editor in Chief, Dr. Michael Shaughnessy, interviews Janet E. Davidson on gender, expertise, creativity, intelligence theories, and other aspects of giftedness. Question: Dr. Davidson, you...

Diversity in Giftedness

by Cheryl Ackerman "All cheddars taste the same." Have you have heard this radio commercial for Vermont cheddar cheese? Several ridiculously overgeneralized statements are made to a few women, all of which MUST be false, like, "all women are the same." While most...

At-Risk Gifted

by Therese Clifford On many occasions after spontaneous conversation with strangers, flipping on the TV to a random channel, or even overhearing conversation going on around me, I find myself wondering, “Do other people seem to run into social/emotional gifted stories...

Resilient Hispanic Women

by Rosina M. Gallagher Resilience can be defined as the innate ability to cope with adversity. The research literature identifies four common attributes of resilience: social competence, problem-solving, autonomy and a sense of purpose and future (Benard, 1991, 97).*...

Gifted Students from Culturally Diverse Populations

by Tiombe Bisa Kendrick-Dunn In 2005, I began my journey as a school psychologist in one of the most diverse and largest school districts in the country. I had no way of knowing that this journey would lead me to develop a life long passion for Gifted/Talented (G/T)...

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