Guidance and counseling needs of gifted students are described, and 10 policy recommendations for gifted programs are made, including that programs should help students develop adequate social relationships; stress achievement without regard to race, sex, or ethnic group; and develop an accurate sense of self. (CL)

Presenting provisions for mainstreaming eight types of exceptionalities, this article includes a chart which provides suggestions regarding physical surroundings, instructional activities, materials, teaching strategies, and meeting emotional/social needs for the following: educable mentally retarded; speech disabilities; behavioral disabilities;…

The article describes some of the self-concept needs of gifted Black students and presents a model for helping Black secondary students develop positive self-concepts. (CL)

Counseling gifted preschoolers may prevent later underachievement and identify the need for intervention with children at risk for learning problems. Counseling goals include establishing a realistic self concept, helping children explore and label feelings, and coordinating resources for comprehensive assessment and intervention. (CL)

Describes an instructional unit for gifted students (ages 9 to 13) intended to help students understand and better balance efforts to meet the five basic human needs (physiological, belonging, power, freedom, and fun) postulated by William Glasser's control theory. Activities for each of the five units are outlined. (DB)

Identifies gifted African American children's sociocultural and psychological needs that should be considered when promoting their inclusion in general education settings. Strategies are discussed for creating inclusive environments for these learners, including promoting leadership and prosocial skills, switching linguistic and cultural codes,…

Twenty-two gifted students (ages 18-25) were interviewed concerning their views of their high school years, specifically focusing on the kinds of support received from parents and teachers. The importance of parents' emotional support and their attendance at the child's activities are emphasized. Suggestions are offered for parents, teachers, and…

A gifted student faces daily problems that are two-fold in nature: (1) internal--those that are posed by an often critical understanding of self, and (2) external--those that are posed by daily interpersonal relationships with family, friends, and others. This curriculum offers an approach to these two essential areas of need: "You" focuses on the…