The author stresses the need for adequate career guidance for gifted youth to clarify their life goals. He also outlines the organisational strategies that can be used to provide extra-curricular activities for youngsters who need greater challenge.
Get full access to this article
View all access options for this article.
References
1.
BenbowC.P. (1991). Meeting the needs of gifted students through use of acceleration: A neglected resource. In WangM.C.ReynoldsM.C.WalbergH.J. (Eds.) Handbook of special education (Vol 2).(pp 23–36). New York: Pergamon Press
2.
BettsG.T. (1986). The autonomous learner model for the gifted and talented. In RenzulliJ.S. (Ed.) Systems and models for developing programs for the gifted and talented. (pp 27–56) Mansfield Canter, CT: Creative Learning Press
3.
BloomB.S. (Ed.) (1985). Developing talent in young people. New York: Ballantyne Books.
4.
ClarkG.A.ZimmermanE.D. (1987). Resources for educating artistically talented students. Syracuse, NY: Syracuse University Press.
5.
College Board (1989). A guide to the advanced placement program. Princeton, NJ: College Entrance Examination Board.
6.
FeldhusenJ.F. (1991). Full time classes for gifted youth. Gifted Child Today, 14 (5), 10–13.
7.
FeldhusenJ.F.CobbS.S. (1989) College courses count for Hign School credit. G/T Indiana, 1(6), 3
8.
FeldhusenJ.F.HooverS.M.SaylerM.F. (1990) Identification and education of the gifted and talented at the secondary level. Monroe, NY: Trillium Press.
9.
FeldhusenJ.F.KennedyD.M. (1989). Effects of honors classes on secondary students. Roeper Review, 11 (3), 153–156.
10.
FeldhusenJ.F.KrollM.D. (1991). Boredom or challenge for the academically talented. Gifted Education International, 7 (2), 80–81.
11.
FeldhusenJ.F.Robinson-WymanA.. (1986). The Purdue Secondary Model for Gifted Education. In RenzulliJ.R. (Ed.), Models for Developing Programs for the Gifted and Talented. 153–179. Mansfield Center, CT: Creative Learning Press,
12.
GarfinkelA.AllenL.O.Newharth-PritchettS. (1992). Foreign language for the gifted: Extending affective dimensions. Roeper Review, 15 (4), 235–238.
13.
HaegerW.W.FeldhusenJ.F. (1989). Developing a Mentor Program. Buffalo: DOK Publishers.
14.
KolloffP.S.FeldhusenJ.F. (1986). The seminar: An instructional approach for gifted students. Gifted Children Today, 9 (5), 2–7.
15.
RobinsonN.M.NobleK.D. (1991). Social-emotional development and adjustment of gifted children. In WangM.C.ReynoldsM.C.WalbergH.J. (Eds.). Handbook of special education: Research and practice (pp. 57–76). New York: Pergamon Press.
16.
SilvermanI.K. (Ed.). (1993). Counseling the Gifted and Talented. Denver: Love Publishing Co.
17.
SimontonD.K. (1990). History, chemistry, psychology, and genius: An intellectual autobiography of histiometry. In RuncoM.A.AlbertR.S. (Eds.), Theories of Creativity (pp. 92–115). Newbury Park, CA: Sage Publications.
18.
SouthernW.T.JonesE.D. (Eds.) (1991). The academic acceleration of the gifted children. New York: Teachers College Press.
19.
ZormanR. (1993). Mentoring and role modelling programs for the gifted. In HellerK.A.MonksF.J.PassowA.H. (Eds.). International handbook of research and development of giftedness and talent (pp. 727–741). New York: Pergamon Press.