India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.
Adams-ByersJWhitsellSSMoonSM (2004) Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly48(1): 7–20.
Bleske-RechekALubinskiDBenbowC (2004) Meeting the educational needs of special populations human capital. Psychological Science15(4): 217–224.
4.
CaseyKShoreB (2000) Mentors’ contributions to gifted adolescents’ affective, social, and vocational development. Roeper Review22(4): 227–230.
5.
ChanDW (2018) Gifted education in Asia. In: PfeifferSI (ed) APA Handbook of Giftedness and Talent. Washington: American Psychological Association, pp. 71–84.
6.
ClellandDA (2009) Needs for information and concerns of parents of gifted children in four Canadian provinces. Doctoral dissertation, Simon Fraser University, Canada. Available at: http://summit.sfu.ca/system/files/iritems1/9753/ETD4794.pdf (accessed 2 January 2016).
7.
DesaiDN (2016) Parenting and nurturing of a six years old Indian gifted boy: a case study. In: PatwardhanVDeshpandeCDeshpandeLDeoA (eds) Proceedings of national conference on beyond horizons: giftedness in 21st century, Pune, 7–9 February 2013, pp. 162–172. Pune: Jnana Prabodhini Samshodhan Sanstha.
8.
FeldmanR (2015) Development Across the Life Span, 7th ed. Noida: Pearson Education India.
9.
FreemanJ (1998) Educating the Very Able: Current International Research. London: The Stationery Office.
10.
FreemanJ (2000) Families, the essential context for gifts and talents. In: HellerKAMonksFJSternbergRSubotnikR (eds) International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon Press, pp. 573–585.
11.
FreemanJ (2002) Out-of-School Educational Provision for the Gifted and Talented Around the World. Part Two: The Conclusions. London: Department of Education and Skills. Available at: http://www.joanfreeman.com/pdf/Text_part_one.pdf. (accessed 5 January 2016).
12.
FreemanJRaffanJWarwickI (2010) Worldwide Provision to Develop Gifts and Talents: An International Survey. Reading, UK: CfBT.
13.
GriggsSADunnRS (1984) Selected case studies of the learning style preferences of gifted students. Gifted Child Quarterly28(3): 115–119.
14.
HartnettDNelsonJRinnA (2004) Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review26(2): 73–76.
15.
JollyJMatthewsM (2012) A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted35(3): 259–290.
16.
KeirouzK (1990) Concerns of parents of gifted children: a research review. Gifted Child Quarterly34(2): 56–63.
17.
KurupAMaithreyiR (2012) A review of challenges in developing a national program for gifted children in India’s diverse context. Roeper Review34(4): 215–223.
18.
LevyJPluckerJ (2003) Assessing the psychological presentation of gifted and talented clients: a multicultural perspective. Counselling Psychology Quarterly16(3): 229–247.
19.
National Council for Educational Research & Training, Government of India (2005) National Curriculum Framework. New Delhi, India.
20.
Olszewski-KubiliusPWorrellFSubotnikR (2018) The role of the family in talent development. In: PfeifferSIShaunessy DedrickEFoley NicponM (eds) APA Handbooks in Psychology: APA Handbook of Giftedness and Talent. Washington, DC: American Psychological Association, pp. 465–477.
21.
O’ReillyC (2012) Gifted education in Ireland. Journal for the Education of the Gifted36(1): 97–118.
22.
PetersonJ (2009) Myth 17: gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly53(4): 280–282.
23.
RenatiRBonfiglioNPfeifferS (2017) Challenges raising a gifted child: stress and resilience factors within the family. Gifted Education International33(2): 145–162.
24.
RobinsonAClinkenbeardP (1998) Giftedness: an exceptionality examined. Annual Review of Psychology49: 117–139.
25.
RobinsonN (1987) The early development of precocity. Gifted Child Quarterly31(4): 161–164.
26.
RobinsonN (2002) Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists (RM02166). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
27.
RobinsonNReisSNeihartM, et al. (2002) Social and emotional issues facing gifted and talented students: what have we learned and what should we do now? In: NeihartMReisSMRobinsonNMMoonSM (eds) The Social and Emotional Development of Gifted Children: What Do We Know?Waco, TX: Prufrock Press, pp. 267–288.
28.
RotigelJ (2003) Understanding the young gifted child: guidelines for parents, families, and educators. Early Childhood Education Journal30(4): 209–214.
29.
RoyP (2017) Gifted education in India. Cogent Education4(1): 1–18.
30.
RoyPKurupA (2016) A critical assessment of gifted education in India. In: DaiDYKuoCC (eds) Gifted Education in Asia: Problems and Prospects. Charlotte: Information Age, pp. 147–165.
31.
SharmaJBapatK (2015) Mentoring young minds: responding the needs of gifted children. International Journal of Science and Research4(5): 2891–2892.
32.
SilvermanLK (1993) The gifted individual. In: SilvermanLK (ed) Counselling the Gifted and Talented. Denver: Love, pp. 3–23.
33.
VialleW (2017) Supporting giftedness in families: a resources perspective. Journal for the Education of the Gifted40(4): 372–393.
34.
WebbJLatimerD (1993) ADHD and children who are gifted. Exceptional Children60(2): 183–185.
35.
WelshB (2015) The Relationship Between Identified Gifted and Talented Children and Their Parents. New York, NY: St John’s University, ProQuest Dissertations & Theses Global.
36.
WestbergKArchambaultF (1997) A multi-site case study of successful classroom practices for high ability students. Gifted Child Quarterly41(1): 42–51.
37.
WinebrennerS (2000) Gifted students need an education, too. Educational Leadership58(1): 52–56.
38.
YooJMoonS (2006) Counseling needs of gifted students: an analysis of intake forms at a university-based counseling center. Gifted Child Quarterly50(1): 52–61.
