This column describes how to differentiate differentiation using a two-step process. Step 1 differentiates the basic curriculum to meet the general traits of the gifted and Step 2 amends the selected general differentiated elements to respond to the unique differences that represent the specific gifted students to whom the curriculum will be…

"Assessment of Gifted and High-Ability Learners" equips readers with the knowledge and skills to evaluate and document student progress using a cyclical systematic process. This book: (1) Highlights and explains the importance of curriculum-based assessments; (2) Connects classroom content with the assessment process; (3) Includes sample…

An experienced principal transfers schools to rebuild trust in the school culture and community after a recent scandal and declining student achievement scores. A district level supervisor opens a way for Mr. Davie, the incoming principal, to offer middle students advanced classes. The principal believes this is an initiative that will boost…

With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic…

Some students with gifts and talents (SWGT) are among the thousands of youths who die by suicide every year, although there is no way to know how many. Research indicates they are not more likely to engage in suicidal behaviors than other students. They do have unique risk and protective factors, however. Risk factors can accumulate to outweigh…

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional…

This book addresses a wide range of issues situated in the core of theoreticians' and clinicians' work in the field of giftedness. It gathers practical issues, relevant for the lives of many gifted children, adolescents and adults, from a neuropsychological point of view. By studying the basic questions in gifted education through a…

The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author…

Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of…

This special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted students' and their teachers' accounts about SRL and factors they believe moderate it. Zeidner and Stroeger (this issue) set the stage with a sketch of an…

In this article, an honors college student reflects on being gifted. In reflecting on her giftedness, she expresses her conceptions of various characteristics of giftedness that she has experienced through drawing. These drawings and associated captions are featured in this text, and the student discusses her process of experiencing the…

Sternberg's transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the "culturally responsive…

Gifted education in Manitoba is neglected by policymakers, leaving gifted students without assurance of access to appropriate consideration in the province's classrooms. The needs of students with intellectual disabilities are addressed and protected by the Public Schools Act, but guidance for understanding and accommodating the needs of gifted…

Comprehensive, individual intelligence tests can be invaluable when used as part of a multi-faceted approach to identify gifted and twice exceptional children. The Wechsler Intelligence Scale for Children (WISC) is a popular cognitive assessment for this purpose. This statement addresses guidelines for use of the WISC-V in the assessment of gifted…

There is a need to expand the pool of talented science, technology, engineering and mathematics (STEM) professionals who come from underrepresented backgrounds. The W.E.B. Du Bois Scholars Institute's Accelerated Learning Academy (ALA), which operated as a three-weekend online STEM program in 2021, provided high-achieving tenth, eleventh and…