This article describes differential guidance for the gifted and how the curriculum can be modified and adapted to promote self-realization. A major view is that guidance and counselling should be an integral and integrated part of the school programme. Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern—gifted females, culturally diverse gifted children, and the handicapped gifted child—are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting.
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