Curriculum and instruction for the gifted: The role of school psychologists

Abstract

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.

الأخصائي النفسي المدرسي وتفعيل دوره في اكتشاف الموهوبين ورعايتهم بمرحلة التعليم قبل الجامعي (دراسة تجريبية)

“…significant and effective role in clarifying and activating the role of the school psychologist in developing the gifted within the experimental group. This is supported by studies such as the one by Canter (2006) and the study by Robinson (2002) Other studies, including Pfeiffer (2002), Farrell (2006), Jimerson et al (2009), Mägi & Kikas (2009), Worrell & Erwin (2011), King et al (2011), and Shaunessy-Dedrick & Lazarou (2020 emphasizes the role of the school psychologist with the gifted.…”

Exploring Gifted Secondary School Students’ Needs for English Learning in Saudi Arabia

“…It is grounded in the belief that gifted learners need advanced, often above-grade-level learning opportunities that mirror their rapid processing abilities and need for depth, complexity, and abstraction. Accelerated learning experiences provide advanced learners opportunities for faster progression through the curriculum than peers (Shaunessy-Dedrick & Lazarou, 2020).…”