Introduction to Gifted Education: A Handbook for Identifying and Serving the Needs of High Ability Learners
Edition: 1
Copyright: 2025
Pages: 313
Choose Your Format
Choose Your Platform | Help Me Choose
Ebook
$62.00 USD
This comprehensive guide offers an in-depth exploration of gifted education, blending theory, research, and practical strategies to meet the needs of high-ability learners in today’s diverse classrooms. Beginning with an examination of the many definitions and characteristics of giftedness—spanning cognitive, creative, and social domains—the book unpacks the ongoing debate over what it truly means to be gifted. Readers are guided through the complexities of identifying gifted students, including the strengths and limitations of traditional testing, teacher nominations, and alternative assessments. Special attention is given to the unique social-emotional needs of gifted learners, from managing perfectionism and asynchronous development to fostering healthy peer relationships.
The text also addresses critical equity issues in gifted education, including the experiences of twice-exceptional (2e) students—those who are both gifted and have disabilities—and the underrepresentation of culturally and linguistically diverse (CLED) students in gifted programs. Rich with real-world insights, it offers practical classroom strategies to differentiate instruction, promote creativity, and nurture critical thinking while maintaining an inclusive environment. This resource is an essential tool for educators, parents, and policymakers committed to understanding, identifying, and supporting gifted students across all backgrounds. Available in eBook format.
Chapter 1 Characteristics and Varying Conceptions of Giftedness
Case Study
Introduction
What Are Some of the Myths in Gifted Education?
What Are Some Commonly Observed Characteristics of Gifted Children?
How Does Renzulli View Giftedness?
How Does Gagne View Giftedness?
How Does Gardner View Intelligence?
How Does Piirto View Giftedness?
What Are Betts and Niehart’s Profiles of Giftedness?
What Is Multipotentiality and How Does It Relate to Giftedness?
Are Gifted Programs Elitist?
Key Terms
Guiding Questions for Discussion
Questions for Self-Assessment
Chapter 2 Identifying Gifted Students
Case Study Introduction
What Are the Origins of Intelligence Testing?
What Are the Main Differences Between Intelligence Testing and Cognitive Ability Testing?
What Are Some Commonly Used Tests of Cognitive Abilities?
Cattell–Horn–Carroll (CHC) Theory of Intelligence
The Woodcock–Johnson Assessment Battery (WJ-IV)
The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)
The Wechsler Adult Intelligence Scale (WAIS)
The Differential Ability Scales, Second Edition (DAS-II)
The Raven’s Progressive Matrices
The Naglieri Nonverbal Ability Test (NNAT)
The Cognitive Abilities Test (CogAT)
Kingore Observation Inventory
What is the Role of Teacher Nominations in Identifying Individuals for Gifted Programs?
What is the Role of Parent Nominations in Identifying Individuals for Gifted Programs?
What is the Role of Peer Nominations in Identifying Individuals for Gifted Programs?
What Are Some Ways Twice-Exceptional Children Can Be Identified for Gifted Programs?
What Are Some of the Roles and Complexities of Creativity in Gifted Identification?
Conclusions
Key Terms
Guiding Questions for Discussion
Questions for Self-Assessment
Chapter 3 The Social Emotional Needs of Gifted Students
Case Study
Introduction
What is Dabrowski’s Theory of Overexcitabilities?
What is Perfectionism and Why Do So Many Gifted Students Suffer From it?
What is True Introversion and Why Are Many Gifted Students Introverts?
What is Asynchronous Development Among Gifted Students?
Why Do So Many Gifted Students Underachieve?
What is Existentialist Depression and Why Do So Many Gifted Individuals Suffer From it?
What to Do When Problems Arise?
Key Terms
Guiding Questions for Discussion
Questions for Self-Assessment
Chapter 4 Twice Exceptional Students: Neurodiversity and Exceptionality in Gifted Individuals
Case Study
Introduction
What Are Some of the Commonly Observed Characteristics of Twice Exceptional Gifted Children Who Also Experience a Learning Disability and What Can Educators Do to Help?
What Are Some of the Commonly Observed Characteristics of Twice Exceptional Gifted Children Who Also Experience ASD (Autism Spectrum Disorder) and What Can Educators Do to Help?
What Are Some of the Commonly Observed Characteristics of Twice Exceptional Gifted Children Who Also Experience ADHD and What Can Educators Do to Help?
What Are Some of the Commonly Observed Characteristics of Twice Exceptional Gifted Children Who Also Experience Sensory and Physical Disabilities and What Can Teachers Do to Help?
What Are Some of the Paradoxes Observed in Twice Exceptional Students, in General?
What Are the Elements of a Strength-Based Plan for Twice Exceptional Students?
Conclusions
Key Terms
Guiding Questions for Discussion
Questions for Self-Assessment
Chapter 5 Underserved Gifted Students: The Culturally and Linguistically Diverse
Case Study
Introduction
What Are Some of the Issues with Recruitment and Retention of Culturally and Linguistically Diverse Students in Gifted Programs?
How Can Educators Build Positive, Inclusive Classroom Communities for CLD Gifted Students?
What Are Some Best Practices for Meeting the Needs of CLD Gifted Students?
How Can Curriculum Be Used to Meet the Needs of CLD Gifted Students?
Conclusions
Key Terms
Guiding Questions for Discussion
Questions for Self-Assessment
Chapter 6 Classroom Strategies for Working with Gifted Students
Case Study
Introduction
What Is Differentiation and How Can Teachers Differentiate to Meet the Needs of Gifted Learners in Their Classrooms?
What Does It Mean to Differentiate by Readiness, Interest, and Learning Profile?
What Does It Mean to Differentiate by Content?
What Does It Mean to Differentiate by Process?
What Does It Mean to Differentiate by Product?
What Does It Mean to Differentiate by Learning Environment?
What Are Some Specific Instructional Strategies for Meeting the Needs of Gifted Learners?
How Can Teachers Implement Specific Instructional Strategies to Challenge Gifted Learners in Their Class?
How Can Acceleration Help the Needs of Gifted Learners in the Classroom?
What is Cluster Grouping? How Can Cluster Grouping Be Successfully Implemented to Meet the Needs of Gifted Learners?
Conclusions
Key Terms
Guiding Questions for Discussion
Questions for Self-assessment
Dr. RubyDawn Lyman is a Professor of Elementary Education and the Coordinator of the Talented and Gifted Specialization Program. She has a PhD in Learning Sciences and Human Development (Educational Psychology) with a specialization is Talented and Gifted/Twice Exceptional Learners and Teacher Education. Her passion is helping all students receive appropriate and equitable educational opportunities, regardless of circumstances. She and her husband are the parents of four gifted sons.