Interventions That Work With Special Populations in Gifted Education

Ariel Baska teaches all levels of Latin in Fairfax County Public Schools. She received her Bachelor's degree in Classics from William & Mary. She received her Master's degree in Curriculum Studies with an emphasis in Gifted Education at George Mason University.Joyce VanTassel-Baska, Ed.D., is the Jody and Layton Smith Professor Emerita of Education and former Executive Director of the Center for Gifted Education at William & Mary in Virginia, where she developed a graduate program and a research and development center in gifted education. She also initiated and directed the Center for Talent Development at Northwestern University.

From templates for encouraging social interactions and cognitive growth to setting goals and milestones and assessing their achievement, Interventions That Work with Special Populations in Gifted Education offers a series of scaffolds which serve as building blocks for elevating learning processes and incorporating techniques such as videotherapy into classroom settings. ,Diane Donovan,Donovan's Literary Services, 9/24/18

• Preface Introduction Part I: Who Are Gifted Learners With Special Needs? Defining Special Populations of Gifted Students Case Studies of Successful Students From Special Populations Max Laura Ryan Andrea Mitch Carla Barry Ralph Rachel Charles Commonalities Across the Profiles Talent Trajectories of Special Populations Issues and Problems for Special Populations in Schools and Gifted Programs Conclusion Part II: What Interventions Work With Special Populations? School-Based Interventions Acceleration in a Strength Area Personal Relationships With Teachers and Other Personnel Mentorships and Internships Career Exploration Classroom-Based Interventions Problem-Based Learning The Literature Web Higher Level Questioning/Thinking Creative Expression The Arts as a Cognitive Tool for Learning Affective Curriculum Needs Conclusion Part III: Support Structures for Intervention Services Developing Support Structures for Special Populations Characteristics and Practices of Successful Teachers Structures for Special Populations in Classrooms and Schools Parental Roles and Responsibilities Implications for Gifted Education, ELL Programs, and Special Education Conclusion Final Thoughts Resources References Appendix A: Literature Web Appendix B: Independent Learning Contract Appendix C: Quarterly Survey With Responses About the Authors.