Articles for Professionals

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.

Should Gifted Students Be Grade-Advanced

By Sharon J. Lynch, Ph.D. Intellectually gifted and academically talented students are able to learn material rapidly and understand concepts deeply. Keeping them challenged and learning to their capacity can require changes in their regular school programs. Education...

9 Important Topics about the Social and Emotional Needs of the Gifted

Interview with Carol McGaughey, Ed.D. by Michael F. Shaughnessy Q1: Carol, first of all, what do you see as the main social and emotional needs of the gifted? Early in my career as a teacher of gifted elementary students, I was fortunate enough to have the opportunity...

Supporting Spiritual Giftedness

by Deborah Fraser Spiritual giftedness is not as easy to identify as gifts in the sciences or humanities and apart from the Nobel peace prize, there is little in the way of awards or accolades for those whose gifts lie in the spiritual realm. The spiritual dimension...

Is It A Cheetah?

by Stephanie S. Tolan A Speech Given at the Hollingworth Conference for the Highly Gifted, 1992 It's a tough time to raise, teach or be a highly gifted child. As the term "gifted" and the unusual intellectual capacity to which that term refers become more and more...

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. An Interview with Janet Davidson: Reflections on Gender and Giftedness Question: Dr. Davidson, you...

Exceptionally Gifted Children: Different Minds

There are few descriptions in the literature of the cognitive processes of exceptionally gifted children. This study, based on testing profiles, anecdotes collected from parents, and observations made during family and group therapy sessions with moderately and exceptionally gifted children delineates some of the characteristic modes of thinking that differentiate exceptionally gifted children from their more moderately gifted peers.

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