Summary
Contents
Subject index
Awards:
2006 Texas Association for the Gifted and Talented Legacy Book Award
THE comprehensive guide to establishing or strengthening a gifted program!
Whether you are developing a new program from the ground up or need to restructure an existing one, Designing Services and Programs for High-Ability Learners will help you every step of the way with detailed guidelines, practical tips, templates, action plans, and suggestions for strategic planning teams as well as for the sole practitioner.
Consolidating the sage advice and up-to-date research of 29 leaders in the field, this comprehensive and highly practical guide takes the guesswork out of providing appropriate services and programming for high-ability students from elementary through high school.
Each chapter addresses a key feature of gifted programming, from identification to evaluation and advocacy, and includes
Definition, Rationale, and Guiding Principles of the key feature; Attributes That Define High Quality for assessing effectiveness; Flawed Example of the key feature and strategies to improve the example; Revised Example, illustrating implementation of high-quality attributes; Strategic Plan for Designing or Remodeling the key feature, delineating the steps involved; Template for Getting Started, helping you take the first steps of a complex process; Must-Read Resources
Informed planning allows you to tailor services to the specific needs of your students, whether you're in a rural, urban, or suburban community. Superintendents, administrators, teachers, and advocates will find Designing Services and Programs for High-Ability Learners invaluable in defending, developing, and monitoring high quality gifted services and programs.
Services That Meet Social and Emotional Needs of Gifted Children
Services That Meet Social and Emotional Needs of Gifted Children
The most common counseling need of this [gifted] population is assistance in coping with stressors related to growing up as a gifted child in a society that does not always recognize, understand, or welcome giftedness.
The social and emotional needs of gifted education students, while long recognized, have only recently begun to receive an emphasis in the literature. In the first half of the 20th century, Leta Hollingworth, a pioneer in this area, documented that gifted education students do have social and emotional needs that merit attention (1926, 1942). She was one of the first to discuss the effect that schools had on some highly ...
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