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Direct linkShaunessy-Dedrick, Elizabeth; Lazarou, Barbara – Psychology in the Schools, 2020
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…
Descriptors: Academically Gifted, Gifted Education, School Psychologists, Talent Identification
Dixson, Dante D.; Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Psychology in the Schools, 2020
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and…
Descriptors: School Psychologists, Talent Development, Academically Gifted, Student Needs
Peer reviewedBaum, Susan M.; Cooper, Carolyn R.; Neu, Terry W. – Psychology in the Schools, 2001
This article discusses the dual characteristics of gifted learning disabled students and suggests a unique curriculum that integrates both through talent development. Developed through Project HIGH HOPES, this dually differentiated curriculum offers strategies for addressing students' learning problems while fulfilling their need for sophisticated…
Descriptors: Curriculum Development, Elementary Secondary Education, Gifted Disabled, Student Needs
