Fostering Gifted Students’ Affective Development in an Inclusive Setting: a Look at the Impact of Academic Self- Concept

Abstract

Gifted and talented people are credited for advances in medicine, in technology, in theater and cinema, and in the arts. The road these individuals took to achieve their high levels of contribution to society varies, depending on their families’ socioeconomic status, their own determination, and the educational opportunities available to them. The purpose of this paper is to provide educators and counselors with a framework for understanding the concept of gtfiedness, definition of inclusive education and the academic self-concepts of gifted students. As academic self-concept is theoretically, linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed.