Gifted and Talented Learners in the Classroom

MQF Level: 7

ECTS Value: 3 ECTS

Self Study Hours: 36

Contact Hours: 15

Assessment Hours: 24


Overall Objectives and Outcomes

This module aims to expose course participants to the main areas in relation to gifted and talented students. The course participants will be exposed to the major theories of giftedness and will be guided in the identification process of gifted students. The course participants will be guided to evaluate gifted children’s individual behaviour, learning and emotional characteristics. The module will also expose course participants to the difficulties gifted students encounter in an educational setting. The course participants will evaluate gifted and talented learners’ academic, social, and emotional challenges. The module will equip the course participants with theoretical perspectives and practical knowledge on supporting students within a classroom setting. The course participants will be guided on aspects of differentiation within the curriculum to meet the learning needs of gifted students. The course participants will also be exposed to collaborative approaches between home/community/school environments to support the gifted student.

By the end of this programme, participants should be able to:


a) Become aware of the social and emotional developmental process of gifted students;

b) Differentiate aspects of the curriculum and classroom material for gifted students;

c) Critically review the latest research studies in the area of giftedness;

d) Monitor the progress of gifted students across the curriculum;

e) Adapt classroom material to accommodate gifted and talented students;

f) Advise colleagues within an educational setting about techniques beneficial for gifted students;

g) Alter and adapt lesson materials.


a) Define gifted or talented students;

b) Identify characteristics of gifted students in relation to an educational setting;

c) Identify aspects of social and emotional difficulties expressed by gifted and talented students;

d) Identify underachieving gifted students;

e) Identify collaborative practices to support gifted students further.


a) Understand giftedness through different theoretical models;

b) Identify gifted students within an educational setting;

c) Understand aspects of underachievement in gifted students.

Assessment Methods

This module will be assessed through an Assignment.

Suggested Readings

Core Reading List
  1. Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting the effects of an integrated Curricular/Instructional model for gifted students. American Educational Research Journal, 52(1), 137-167.
  2. Gifted education in europe. (2018). In Belle Wallace, Dorothy A. Sisk & John Senior (Eds.), The SAGE handbook of gifted and talented education (pp. 507). SAGE Publications Ltd.
  3. Gifted education: The future awaits. (2018). In Belle Wallace, Dorothy A. Sisk & John Senior (Eds.), The SAGE handbook of gifted and talented education (pp. 553). SAGE Publications Ltd.
  4. Tirri, K., & Laine, S. (2017). Ethical challenges in inclusive education: The case of gifted students. Ethics, equity, and inclusive education (pp. 239-257). Emerald Publishing Limited.
  5. Brigham, F. J., & Bakken, J. P. (2014). Assessment of individuals who are gifted and talented. Gifted education: Current perspectives and issues (pp. 21-40). Emerald Group Publishing Limited.
  6. Mönks, F. J., & Katzko, M. W. (2005). Giftedness and gifted education. Conceptions of giftedness (pp. 187-200). Cambridge University Press.
Supplementary Reading List
  1. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54.
  2. Cornejo-Araya, C. A., & Kronborg, L. (2021). Inspirational teachers’ model: A constructivist grounded theory study in gifted education. Journal for the Education of the Gifted, 44(3), 300-326.
  3. Shore, B. M. (2021). Context matters in gifted education. Education Sciences, 11(8), 424.
  4. Shearer, C. B. (2020). Multiple intelligences in gifted and talented education: Lessons learned from neuroscience after 35 years. Roeper Review, 42(1), 49-63.
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