Curriculum and Instructional Considerations in Programs for the Gifted

Abstract

(from the chapter) Considering this orientation to gifted learners and their needs, this chapter will (1) examine the philosophical underpinnings of curriculum for gifted learners, (2) discuss the research base of various curriculum models, (3) examine embedded affective curriculum options for gifted learners, (4) share ideas for evaluating the implementation and the effectiveness of curricular and affective components of an overall schoolwide system of service for gifted learners, and (5) describe implications for support personnel like counselors and psychologists for working with gifted students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)