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For professional school counselors and clinical mental health counselors to serve students with disabilities and adequately advocate within the comprehensive school and community contexts, they must first understand the legislation that exists. Congress set these legislations in place to protect the rights of students with disabilities and assure them access, inclusion, and a free and appropriate public education. This chapter includes a delineation of federal mandates and the identification, assessment, placement, services, and postsecondary transitions pertaining to this youth population. It presents myriad ways that counselors may promote the personal, social, emotional, academic, career, and developmental growth of children and adolescents with disabilities and those designated as gifted. Gifted students, like all others, reflect uniqueness and do not demonstrate giftedness in the same areas. In fact, sometimes, their gifts present in ways that schools do not always value. Our schools and communities need counselors to serve the needs of advanced and gifted students. The prosperity of our nations depends on this. Gifted students can be an asset or a detriment to themselves or our society if not properly cared for. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

“Gifted and Bullied: Understanding the Institutional Victimization of Identified, Unidentified, and Underserved Gifted Students” introduces a more-in-depth look at the relationship between giftedness and bullying. In this chapter, Collins expands discussion of victimization beyond peer-to-peer bullying to include institutional programmings’ role in creating isolating environments that foster this phenomenon. A current, public event and two case studies highlighting twice exceptional American boys are provided, and important implications, accountability, and recommendations for G/T administrators and educators are offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

“Covert Bullying in Education of Gifted Students at School” reminds the reader that gifted students have, does, and will always represent a small sub population of individuals within the school environment. The author offers facts and links between social dynamics and giftedness within the class setting that may not be explicit or readily detectable, and that can be as much as surprising for many readers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, the authors highlight that many gifted children and adolescents are targets of teasing and bullying more than peers with typical development. The initial findings from a case-study at LabTalento, The Italian Laboratory of Research and Development of Potential, Talent and Giftedness at the University of Pavia is presented. The authors affirm that typical risk factors for bullying victims are similar to many traits prevalent within the intellectually gifted population—gifted children are usually felt and perceived as different from their peers; often stand out as “quirky,” “strange,” or “weird,” and they may have unusual interests for their age that further isolate them. A call for further research and implications for practitioners are highlighted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, Gatto-Walden incorporates decades of qualitative research on therapeutic interventions with gifted children. She explains how distinctive traits of giftedness coupled with feelings of isolation distinguishes gifted children from their classroom peers, make it difficult to find and maintain friend ships, and become likely targets for antagonistic bullies. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

“Gifted Bullies, Targets, and Bystanders: A Mental Health Perspective” introduces the characters and their roles in bullying within gifted programming. Peterson explains that due to the potential impact on the mental health of bullies, targets, and spectators, the bullying of and by gifted young people deserves attention. This chapter explores motivation and vulnerability; types and effects of bullying; prevention and intervention; and school responsibilities. Peterson points out attributes associated with giftedness that can con tribute to gifted students’ vulnerability to anxiety, depression, post-traumatic stress, and suicide. Legal options and example court cases are discussed as a last resort for addressing bullying. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The interest in music and musical abilities of autistic children have been observed since the earliest descriptions of the condition. Music is a universal language known for millennia and music-based interventions including music therapy have found several applications in the fields of developmental psychology and mental health over the last decades. This group of complementary therapies aims to help the clients to optimize their health, using various facets of musical experience and the relationships formed through them. Several psychological theories and neurobiological models may explain the specific mechanisms through which music-based interventions work for autistic individuals. The present chapter aims to describe the sensorimotor, attentional, emotional, and social processes underpinning the potential effectiveness of music therapy in this population and to provide an overview of the most recent literature findings. At the end of the chapter, an account of the autistic giftedness and talent for music is presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

This chapter illustrates the connection between cognitive abilities, careers, and giftedness through two approaches: prospective and retrospective. Using these approaches, it also illustrates that people identified as gifted when young end up in highly select and diverse careers and that people who end up at the pinnacle of career achievement largely are gifted. The chapter further notes that this does not mean that having high cognitive ability or being gifted is the sole criterion for ending up in a highly prestigious career, only that increasing cognitive ability typically does increase the likelihood of all kinds of positive outcomes. In practice, career counseling of the gifted—namely, helping match them in regard to ability level, ability pattern, interests, personality, lifestyle preferences, and other factors—is quite important for the full talent development and flourishing of these students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

A wide variety of phenomena influence manifestations of intelligence, creativity, and wisdom. This interdisciplinary exploration sheds light on some of these phenomena and on how they energize or suppress these important dimensions of human ability. A few examples from the exploration include the need for long-range vision; the usefulness of interdisciplinary exploration as a tool for strengthening the integration of intelligence, creativity, and wisdom; the effects of climate change; the influence of metaphorical world views on our thoughts and actions; and the harm done by corrupt, social media platforms. Various recommendations for strengthening and synthesizing intelligence, creativity, and wisdom also are addressed. These include, injecting greater ethical awareness into the currently corrupt corporate world; taking advantage of the benefits of cognitive diversity; strengthening the influence and networking of transformationally gifted experts in various fields; and making ethical academic publishing more accessible to larger audiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

The topic of this chapter is individually administered intelligence tests for children. Frequently used intelligence tests, abbreviated, and nonverbal intelligence tests are described within the historical context of intelligence test development. The use of intelligence tests for educational, healthcare, and other diagnostic and intervention decisions is discussed. Finally, the chapter concludes with similarities and differences between intelligence tests and other related tests. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

This chapter introduces 3 models, or lenses, which provide a framework for focusing on work that is client-directed and strengths-based: innerview guidance; transrational philosophy; and solution-focused approach. The authors explain how spiritually integrated coaching practices utilize these 3 lenses and demonstrate the processes that empower the client to become the expert on their own life. The case study explores the coaching journey of Alina, a data-entry clerk in her early 30s, who sought to discover her life's purpose and create a happier life. Despite her Romanian Orthodox upbringing, Alina had lost touch with her spiritual side and felt unfulfilled. The coach employed a unique approach, combining traditional coaching techniques with imaginative exercises and artwork. Through drawing and coloring, Alina was able to tap into her unconscious mind and gain insight into her desires and blocks. The coach used powerful questioning to help Alina explore her images and uncover hidden strengths and areas of giftedness. While Alina made significant progress, including identifying joyful activities and adjusting her work schedule, she ultimately did not find her life's purpose. The coach attributes this to Alina's unresolved childhood traumas and lack of faith dimension in her search for purpose. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter introduces pairing imaginative exercises and artwork with traditional coaching and focuses on working with the symbolic imagination. The author explains the Image Guidance process, which involves the client's own unique imagery. She demonstrates how this is utilized to effect change, thus aiding in the client's journey to finding happiness and life purpose. This case study explores the coaching journey of Alina, a data-entry clerk in her early 30s, who sought to discover her life's purpose and create a happier life. Despite her Romanian Orthodox upbringing, Alina had lost touch with her spiritual side and felt unfulfilled. The coach employed a unique approach, combining traditional coaching techniques with imaginative exercises and artwork. Through drawing and coloring, Alina was able to tap into her unconscious mind and gain insight into her desires and blocks. The coach used powerful questioning to help Alina explore her images and uncover hidden strengths and areas of giftedness. While Alina made significant progress, including identifying joyful activities and adjusting her work schedule, she ultimately did not find her life's purpose. The coach attributes this to Alina's unresolved childhood traumas and lack of faith dimension in her search for purpose. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on exceptionality, specifically giftedness, in African American, Latinx, and emergent bilingual students (EB) due to the breadth and depth of existing literature on these populations relative to other minoritized groups. It also utilizes Critical Race Theory (CRT) as a framework to understand why these groups have historically been and continue to be excluded from gifted education. Systemic factors such as enrollment in low-resourced and overcrowded schools, tracking, school discipline, and criminalization of minoritized youth create educational inequities. Additionally, racism, narrow views of giftedness, linguistic discrimination, and the instruments and processes used to identify exceptionalities disproportionately impact African American, Latinx, and EB students. These factors often preclude minoritized students from being referred, identified, and placed in gifted programs. The chapter begins with a discussion of how giftedness has been defined. It reviews disparities in gifted education, analyzes said disparities using CRT, examines the unique experiences of gifted African American, Latinx, and EB students, and concludes with a discussion of approaches and recommendations to advance minoritized students' access and success. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Attitudes toward the gifted in a social environment can be either encouraging or inhibiting for their development. The phenomenon of the complexity of giftedness is attracting more attention from numerous researchers. A pluralistic approach to the phenomenon of giftedness opens the way to an empirical validation of the phenomenon, but the abundance of empirical materials from both the twentieth and the twenty-first centuries provide no unambiguous results. The empirical data suggest an increasing percentage (20%t and more) of the gifted are unsuccessful (i.e., the phenomenon of underachievers in schools). This chapter highlights empirical, independent research projects of Krneta, as well as some other relevant researchers. The results obtained from the relevant samples from Bosnia, Herzegovina, and Croatia may be useful to other educational systems in the region, due to the similarities between the Balkan countries. The findings reflect the social context of the countries from the region (i.e., in transition) and may be related to the education of the gifted, the brain drain, and the capacities of the (local) economy to employ the gifted and to use their creative capacities. Implications include a need to design adequate educational support for gifted students and communication in schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The cognitive, social, and emotional characteristics of gifted students that lead to underachievement remain misunderstood by many educators. There are still myths that maintain that gifted students should excel in every academic endeavor, and whenever they don't, this is simply them underachieving. There are those who do not acknowledge, let along address, the learning disabilities of gifted student when they co-exist. On the other hand, when students are in a position to move on when ready or compact the curriculum when they have obviously mastered the content, some educators will not extend learning with more rigorous content, also causing the students not to maximize their academic talents. The impactful reality of underachievement of gifted students can generate scars (negative implications) for their entire lives in terms of identity and talent development. As such, the authors emphasize the importance of continuing education for all teachers, of continual and updated training. All students deserve to learn at a pace and level which are respectful (appropriately rigorous, challenging, and responsive to their learners' profile. And it is the responsibility of all educators to strategically and effectively appeal to the unique needs of each student. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter is grounded in the supposition that competitive, varsity-level sports serve as a source that has not been utilized to identify academically gifted students who may have been overlooked and/or underserved, due to the discriminatory nature in which educational systems have historically regarded and identified giftedness in students. There are some scholar-athletes whose kinesthetically gifted traits may otherwise go undervalued and be misperceived as physical talent only. As such, this is a lost opportunity to translate these strengths for academic success, resulting in incomplete development of the gifts and talents, which is another form of underachievement that affects potential in and out of the classroom. The chapter provides an example that offers an ethnographic and anecdotal vignette. It illuminates the positive impact of the intersectionality (compounded effects of overlapping conditions) of a student-athlete's diverse expression of gifts and talents. The authors have laid out evidence and processes that support observing and translating athletic talent as an identified gift to address unidentified and academically-undervalued talents of gifted scholar-athletes. They integrate kinesiology to understand the psychology and cognitive processes behind athletic talent as displayed by on-field cognitive skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

O estudo teve o objetivo de identificar estudos empíricos sobre o ensino de matemática para estudantes com dupla excepcionalidade em Transtorno do Espectro Autista (TEA) e Altas Habilidades/ Superdotação (AH/SD). Trata-se de uma revisão sistemática de literatura baseada em trabalhos empíricos internacionais, publicados de 2003 a 2023, de acordo com o protocolo do PRISMA, em bases de dados de livre acesso. As bases acessadas via Portal de Periódicos da CAPES foram: SciELO (Scientific Electronic Library Online), DOAJ (Directory of Open Access Journals), SAGE Journals Online, BioMed Central Journals, Web of Science, ScienceDirect (Elsevier), ERIC (Education Resources Information Center), Free E-Journals, J-STAGE Free, PubMed Central, Springer Nature Complete Journals, Taylor & Francis Journals Complete, Wiley Online Library e PsycINFO. Os descritores representativos da temática de investigação foram: “autism” AND “giftedness” AND “mathematics” (“autismo” E “superdotação” E “matemática”), “autism” AND “gifted” AND “mathematics” (“autismo” E “superdotado” E “matemática”), “asperger” AND “mathematics” (“asperger” E “matemática”). Como critério de seleção dos artigos, considerou-se a disponibilidade, na íntegra, nas bases de dados, revisado por pares. além de serem estudos empíricos. Nessa busca, foram encontrados 871 artigos. Após a leitura de títulos e resumos, constatou-se a existência de 15 estudos que atendiam os pré-requisitos, os quais foram selecionados para leitura na íntegra. Após a leitura, chegou ao banco de dados final, que foram três artigos. Como resultados, percebeu-se que a dupla excepcionalidade não garante que a área de melhor desempenho seja necessariamente a matemática e que algumas práticas instrucionais podem ser consideradas barreiras para o aprendizado, de acordo com o relato de alunos entrevistados. Ainda que o déficit na compreensão verbal, característica do TEA, pode atrapalhar o desempenho matemático, uma vez que leitura e compreensão de texto são habilidades necessárias.

Uma das vertentes educativas mais férteis é a busca incessante por uma escola inclusiva, a qual contenha um projeto pedagógico que contemple as necessidades específicas de cada educando. Quando falamos de altas habilidades ou superdotação, surgem algumas ideias que nos levam a pensar em crianças prodígio e gênios em todas as áreas do conhecimento, mas, não é bem assim, essas crianças precisam de um olhar flexível para que suas necessidades sejam atendidas. Os professores precisam quebrar antigos paradigmas e utilizar de estratégias pedagógicas que atendam às necessidades desses alunos. Diante dessa situação, o que nós, educadores, podemos propor como desafios a esses alunos para que seus direitos de aprendizagem sejam garantidos? A investigação desta pesquisa se apoia em conhecer o olhar do educador sobre o conceito de altas habilidades ou superdotação e sobre a práxis educativa como forma de democratizar as necessidades individuais dos alunos superdotados. A referida pesquisa, nos leva a indagar e a refletir sobre: Os professores do ensino fundamental dos anos finais se apropriaram do conceito de altas habilidades ou superdotação ainda na universidade e sabem qual metodologia utilizar para que esses alunos se mantenham motivados e avancem em seu processo de aprendizagem? A referida pesquisa teve caráter qualitativo onde descreveu e interpretou os dados expostos pelos professores de uma escola na cidade de Natal/RN ao professor pesquisador a fim de analisar e revelar a visão do educador sobre a condição dos alunos com altas habilidades ou superdotação, realidade vivenciada no dia a dia de sala de aula e as metodologias adotadas.

Este estudo versa sobre as meninas negras com superdotação que historicamente enfrentam desafios e desigualdades no sistema educacional e que tais desafios se referem, principalmente, a dupla marginalização que estas meninas enfrentam. Assim, delineamos como objetivo geral, desta pesquisa, investigar na literatura científica o processo de inclusão de meninas negras em programas para alunos superdotados, por meio de uma revisão sistemática de literatura. Para tanto, delimitamos como objetivos específicos: (a) Analisar as barreiras e os desafios enfrentados por meninas negras no acesso a programas para alunos superdotados; (b) Avaliar as estratégias e intervenções educativas eficazes na promoção da inclusão de meninas negras em programas para superdotados; (c) Explorar as experiências e as percepções de meninas negras incluídas em programas para superdotados. Metodologicamente, este estudo caracteriza-se por ser uma revisão sistemática da literatura, em que se pretende pesquisar estudos no idioma português, a partir das base de dados: Periódico da Capes, Scielo e Google Acadêmico, utilizando-se como descritores os termos “Altas habilidades”, “Superdotação”, “Meninas negras”, “Programas para superdotados”. A partir disso, espera-se verificar que as significações e os preconceitos enfrentados pelas meninas negras superdotadas são construídos socialmente e, portanto, é possível de serem descontruídos em prol de uma educação inclusiva, democrática e equitativa

The cases in this chapter focus on understanding the intellectual and social-emotional development of gifted and talented students and the need for differentiation in curricular programs. Each case explores an aspect of learning and developmental differences such as twice and thrice exceptionalities, underachievement, and perfectionism while providing opportunities for readers to reflect on their implications.