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Gifted students have specific educational needs. For instance, they need teaching to be challenging and stimulating. Teachers in inclusive settings have a variety of needs to consider. However, when it comes to technology education, little is known about gifted students’ needs. The aim of this study is to describe and synthesize knowledge about gifted students’ needs in technology education based on a systematic literature review and a thematic analysis. The results comprise four themes describing gifted students’ needs and how teaching can be organized to meet these needs: Complexity, Autonomy, Authenticity, and Support. The themes, conceptualized as the CAAS framework, can guide teachers in their efforts to plan and carry out technology teaching as a proactive response to gifted students’ needs.

The purpose of this study was to explore teachers’ perceptions of students who simultaneously exhibit high-potential behaviors and problematic behaviors. We used a thematic analysis approach to explore elementary (grades 1–3) general education teachers’ perceptions of high-potential students who have demonstrated problematic behaviors, based on data from interviews with 24 teachers. This study may enhance understanding about teachers’ expectations of gifted and high-potential students and influence research and professional learning about how teachers in regular classrooms perceive and respond to gifted students’ problematic behaviors. The research questions that guide this study are as follows: (1) How do teachers describe problematic behaviors demonstrated by students they also perceive to show high potential? (2) How do teachers describe their interactions with students showing both high-potential and problematic behaviors?

Various studies on psychic intensity have demonstrated associations of intellectual giftedness with indicators of overexcitability, the relative presence of which is characteristic of the potential for advanced personality development and the attainment of autonomy according to the theory of positive disintegration (TPD). However, the existing research on associations between these personal characteristics yields diverse results, which, moreover, are not always considered from the perspective of the TPD. In this study, we first investigate interrelationships between intellectual ability and the five forms of overexcitability, as distinguished by the TPD, among a sample of 500 higher education students. Subsequently, we theoretically explore the external environmental consequences of these relationships in the light of the TPD, which considers the attainment of autonomy as fundamental for eudaimonic well-being and essence, but on which the social environment may have a substantial impact.

Gifted children differ from their peers in learning skills and abilities, observation, experience, and reflection. Giftedness refers to traits that enable above-average achievement in one or more activities. In addition to premature development as a hallmark of giftedness, progress and a different way of learning, expressing ideas and thoughts are also noticed, and they often demonstrate exceptional imagination and creativity. Standardized intelligence testing cannot isolate gifted children because giftedness and creativity do not encompass only linguistic and mathematical intellectual abilities. The motivation for this research lies in the fact that a small number of studies include the characteristics of gifted children. Narration is an assessment tool that can provide a lot of information in the area of language and speech development, including the pragmatic component of language. According to previous research, the analysis of narrative abilities distinguishes children with language difficulties from those with normal language development, as well as children of different ages. This paper provides insight into how to analyse narrative abilities through written discourse in gifted schoolchildren. The contribution of this paper will be in data related to the narrative abilities of gifted children, as previous research has included children of different ages or children with and without language difficulties.;

The structure of this brief introduction on Giftedness in Adults is based on Pamela Hunsberger, M.A.'s research about Giftedness and the experience of complex trauma. It is intended to serve as a starting point for a particular reflection on Giftedness in the adult world. The concept of giftedness, intriguingly, does not adhere to a universal definition. Currently, there is a diverse range of accepted definitions, and the evaluation criteria are variable. Generally, but not necessarily correctly, the term implies an individual, in most cases a child, with above-average mental abilities or intelligence. One key aspect of giftedness is overexcitability, a term first introduced by Dabrowski (1964) in the Theory of Positive Disintegration. This concept suggests that gifted individuals, while unique and inspiring, also face significant qualitative differences compared to their non-gifted counterparts. These differences are often seen in their sensitivity, idealism, intensity, perceptivity, and asynchrony. Other aspects of giftedness include open-mindedness, psychological complexity, reflection, introversion, moral concern, and perfectionism. These factors are typically categorized as neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness, each defined by a series of more specific traits or facets.

This study adapts the “Scales for Identifying Gifted Students (SIGS-2)” into Turkish for use from preschool onward, specifically during the candidate nomination stage. Conducted with 974 parents (675 mothers, 299 fathers) of children aged 5–10, it employs Confirmatory Factor Analysis (CFA) to evaluate the scale's structure and reliability. CFA results show excellent fit indices (CFI = 0.998, GFI = 0.994, IFI = 0.998, NFI = 0.993, NNFI = 0.998, RFI = 0.993) and an RMSEA of 0.017, indicating good model fit. Factor loadings ranged from 0.36 to 0.89, and item-total correlations were between 0.32 and 0.79, demonstrating effective discrimination. Reliability coefficients were high, with Cronbach's alpha, McDonald's omega, and Composite Reliability (CR) ranging from 0.87 to 0.96. The SIGS-2 Home Rating Scale aligns well with existing measures and reflects changes in IQ levels, showing its suitability for assessing gifted children in Türkiye. While parental nominations are valuable, they may be less reliable than test results in identifying giftedness.

Little attention has been given to understanding motivational profiles among gifted students. Instead, much research suggests that gifted individuals are highly motivated and homogenous in their motivations. We clarified this by identifying four distinct profiles among gifted Year 9 and 10 students (N = 414) in science: Low Motivation, Low Self-Determination with Control, High Self-Determination, and High Self-Determination with High Motivation. In line with the study’s hypotheses, the High Self-Determination and High Self-Determination with High Motivation reported the most positive perceptions of need-supportive teaching and the highest engagement. In contrast, the Low Motivation and Low Self-Determination with Control yielded equally maladaptive engagement, illustrating that controlled motivation in the absence of self-determination did not yield any benefits relative to having low motivation overall. These findings underscore the need to consider the dynamic interactions among motivations at the person-centred level and qualitative differences in the motivation profiles of gifted students.

This grounded theory study investigated collaboration methods among actors working with gifted students with complex educational needs and their parents. Through interviews with students, parents, educational professionals, and care providers, both successful and unsuccessful collaboration strategies were examined. Subsequently, a model was proposed to enhance effective collaboration for this unique, but heterogenous group of students. This model describes overarching collaboration conditions that preferably should be discussed beforehand with actors involved to establish a functional collaborative culture. Furthermore, this model describes specific tasks for all actors involved that could be applied accordingly to enhance collaboration practices. Lastly, a case coordinator should be assigned that ensures continuity, stability, and a constant flow of information. By following this model, educational professionals, care providers, parents, and policy makers may find ways to enhance their collaboration practices to support these students more adequately in their development.

Many potentially talented students remain unidentified and unsupported due to resource limitations. This study aimed to create a screening tool to identify highly able students through a brief assessment of Executive Functions (EF). The TEXI questionnaire for EF was administered to students in an enrichment program for highly able students (n = 53) and mainstream education (n = 34). Additionally, the CHEXI questionnaire gathered parents’ perspectives on their children’s EF abilities (n = 28) to check diverse perspectives. Data analysis showed that highly able students had superior EF abilities, particularly in working memory and cognitive flexibility. Hence, evaluating EF benefits the screening process for highly able students, and incorporating diverse viewpoints from parents and children can improve its efficacy.