Abstract
Similar to preparing for a journey, teachers need to acquire information on the characteristics of giftedness and look for signs of giftedness in all students. Because the potential for giftedness can be exhibited in different ways, teachers need to be aware of underserved populations who may not have had an opportunity to demonstrate their giftedness. Once an individual has been identified as gifted, teachers need to know how to meet the particular academic, social, and emotional needs in various ways to address their various learning styles. Chapter 4 shares the case study of a twice-exceptional learner who received a diagnosis of both giftedness and a learning disability. Intervention strategies are offered for teachers and parents that focus on recognizing the whole child by sharing their objective, helping the child to get and stay organized, recognizing effort, and locating support groups.
Our kids are normal. They just aren’t typical.
—Jim Delisle (Teacher of gifted children). [Online], https://rochestersage.org/2011/09/28/what-are-characteristics-of-a-gifted-child, as accessed on 9/6/16.
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Leavitt, M. (2017). Identifying an Itinerary: Distinguishing Between Bright and Gifted Children. In: Your Passport to Gifted Education. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-47638-4_4
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