Curriculum and instruction for the gifted: The role of school psychologists. Issue 10 (6th April 2020)

• Record Type: Journal Article
• Authors: Shaunessy‐Dedrick, Elizabeth; Lazarou, Barbara
• Other Names: Pfeiffer Steven guestEditor.
• Is Part Of: Psychology in the schools. Volume 57:Issue 10(2020)
• Page Start: 1542
• Page End: 1557
• Publication Date: 2020-04-06
• Subjects: gifted and talented students -- psychosocial development -- school psychologists -- talent development; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22379
• Languages: English
• ISSNs: 0033-3085

Abstract

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.