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This chapter focuses on students with a unique profile of being strong in nonverbal areas but much lower in verbal abilities, a group that is surfacing with some regularity now that nonverbal tests are being used more frequently in schools. This particular group is included in the discussion of low-income gifted because of the prevailing view that strong nonverbal aptitudes are found in culturally different youngsters (e.g., Native Americans, African Americans, English language learners). We know that culturally different children often are found in poverty at higher rates, so discussion of this subset of gifted learners offers the opportunity to learn more about how to recognize and nurture giftedness in underserved groups. A literature review exploring aspects relevant to this special population opens the chapter. Aspects of the review include a working definition of high nonverbal, low verbal giftedness; identification route influences; student performance; and learning needs and supports, styles, and preferences. Drawing on case study findings of special needs gifted learners, this chapter discusses unique characteristics, educational needs, learning opportunities, and similarities/differences in student, parent, and teacher perspectives found in this special needs group. Examples and quotations from student vignettes illustrate these perspectives. Through integration of the literature and the case study findings, this chapter then provides ideas for school-based practitioners and gifted coordinators in the development of gifted high nonverbal, low verbal children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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My perspective on an affective curriculum in education for gifted students is colored by my clinical experiences as a counselor, including those as a counselor of gifted children, adolescents, and adults. During my last 5 years as a teacher in K-12 education, I directed a complex program for gifted high school students, which included an emphasis on affective concerns (Peterson, 1990). Ten discussion groups per week, geared almost entirely to social and emotional development and involving 115 students per year, taught me a great deal about nonacademic concerns of highly able students. The program actively sought out gifted underachievers, who became approximately 30% of total participants and were articulate contributors in the groups as well. Later, I facilitated several similar groups for diverse gifted middle school students, counseled gifted children and adolescents and their families in a clinic geared to giftedness, and also worked with medical students and others with high ability in private practice. The individuals I met while doing ethnographic research on perceptions of giftedness in nonmainstream cultures educated me further. I also sometimes encountered gifted individuals as a counselor in two substance-abuse treatment centers, in an alternative school for expelled high school students, and as a substance-use evaluator in a K-12 school district. Currently I prepare counselors for work in K-12 schools and advise and supervise many highly capable graduate students. These varied clinical experiences with gifted individuals inform this chapter. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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