The updated, comprehensive guide to developing or enhancing gifted programming How do we ensure we are meeting the needs of gifted students? The educational landscape has changed dramatically since Designing Services and Programs for High-Ability Learners was first published in 2006. This updated and revised second edition of the landmark guidebook provides educators and administrators with the comprehensive, practical advice they need to support gifted learners, and includes new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs, from identification to evaluation and advocacy, and takes into account current trends in education, such as the  • Focus on diversity and the efforts needed to ensure underrepresented populations are screened for gifted education  • Collaboration with special education, families, and community members to ensure all students have access to programming and services  • Use of technology, especially in rural communities  • Development of local policies to support gifted education Whether you are developing a new program or restructuring an existing service, this guidebook will help you meet the needs of today’s gifted students.

Services That Meet the Social and Emotional Needs of Gifted Children

Services That Meet the Social and Emotional Needs of Gifted Children
Maureen Neihart


Social and emotional needs are psychosocial conditions that must be met to ensure well-being and high achievement. These needs influence all other aspects of development and involve intrapersonal and interpersonal competencies, self-esteem, self-regulation, and self-beliefs. Meeting social and emotional needs involves more than guidance and counseling services or affective activities in the classroom. It is a comprehensive approach to supporting gifted students so that they experience well-being and develop their talents to the highest possible level. It is an approach that develops psychosocial competencies as an integrated part of talent development (Bloom, 1985; Cross & Cross, 2011; Dweck, 2012; Frederickson & Branigan, ...

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