Abstract
The author describes the “Self-Directed Developmental Stages for Differentiation: A Continuum” intended to provide gifted students with items to consider as readiness for their understanding of who they are as a gifted learner and how they can derive personal benefits from their participation in a differentiated experience. The continuum is meant to facilitate gifted students understanding that differentiated experiences are not solely related to the student’s identification and label as a gifted individual. Continuum stages include interest, curiosity, dedication, self-perception, learning identify, and familial expectations.
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