Identification and teaching practices that support inclusion in gifted education

Abstract

Despite a broadened definition of giftedness that considers talent development and creatively productive aspects, significant challenges remain to improve inclusion in Gifted Education for diverse children and adolescents in P-12 schools. This study summarizes evidence-based screening and formal assessment practices to identify giftedness, talent, and creativity, particularly among underserved populations. Inclusion represents an on-going process for all children, and this study underscores change needed to improve inclusion through identification and teaching practices. Inclusive teaching requires individualized instruction based on global student learning profiles for diverse gifted children in complex societies. Online learning platforms and global professional learning principles in Gifted Education promote inclusive practices that support the growth and development of potential in diverse children and adolescent with giftedness, talent, and creativity in P-12 schools.

Keywords

• Inclusion
• giftedness
• identification
• creative teaching

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