Characteristics and Curricular Needs of Advanced Learners

Abstract

This chapter focuses on a conception of giftedness wherein an individual demonstrates outstanding levels of achievement or competence in one or more domains. Definitions of giftedness and appropriate identification measures are consistently the most frequently cited barriers to identifying, placing, and providing appropriate services to gifted learners. Advanced learners require supportive systems for learners to be able to demonstrate ability in a field or endeavor. There are several support structures that need to be in place for identifying and serving advanced learners, but there are three critical support structures to customize and maximize educational opportunities for these learners. They are as follows: policies, teacher and program standards, and high-powered curriculum. Researchers have posited different conceptions of intelligence and ways in which intelligence is a useful construct for understanding behaviors and learning propensities. Beyond figuring out the target population for gifted curriculum and education is the critical need for qualified teachers and exemplary programs.