Throughout the literature of gifted education,
the modifications recommended for differentiating
curriculum for gifted students may be
categorized as relating to content, process,
product, learning environment, and (to a lesser
extent) affective concerns. Due to the Jacob K.
Javits Gifted and Talented Students Education
Program (funded by the United States Department
of Education) in particular, there are
now data that provide evidence of some effective
curriculum interventions for producing
achievement gains in gifted students. Specific
recommendations have been gleaned based on
findings from the research and about curriculum
development and implementation in gifted
education (Robins & Chandler, 2013). These
may prove useful for designing curriculum or
facilitating the development of programming
for highly able students. In this article, the author
provides background information about
the curricular needs of gifted students and
specific recommendations for practice that can
serve as a guide for key stakeholders to optimize
talent and educational opportunity..
Key words: gifted education, curriculum design, gifted students
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