Restructuring special programs to reflect the distinctions between children’s and adults’ experiences with giftedness

Rena F. Subotnik*, Paula Olszewski-Kubilius

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter focuses on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. It presents some directions for school gifted programs and perspectives forfamilies that might be more consistent with what is known about the evolution of high-level talent. Expressive rewards include the pleasure that students experience within the talent domain. The greater press for admission and identification of giftedness in a wider range of children means that more domains of talent will need to be addressed in the curriculum and more variability will exist within those talent domains. Parents, like educators, view giftedness through either the "special education" or the "talent development" lens. Gifted programs throughout the United States emphasize enrichment of the curriculum with the expectation that presenting great ideas and skills will inspire a drive toward excellence. In an effort to protect self-esteem and promote good citizenship, competition has all but disappeared from the sanctioned academic component of the curriculum.

Original languageEnglish (US)
Title of host publicationCharting a New Course in Gifted Education
Subtitle of host publicationParts I and II: Peabody Journal of Education
PublisherTaylor and Francis
Pages101-116
Number of pages16
Volume72
Edition3-4
ISBN (Electronic)9781135064976
ISBN (Print)9780805899719
DOIs
StatePublished - Jan 1 2017

ASJC Scopus subject areas

  • General Social Sciences

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