Abstract
Differentiation of curricula and instruction has long been an accepted principle in educating gifted and talented students. Despite its history, definitions and practices continue to vary widely. Current differentiation practices in schools, if present at all, tend to provide instructional and curricular modifications ensuring that teaching and/or curricula are distinct from those provided other learners, differentiation being determined primarily through needs of the gifted as a group. In this article, four gifted and talented students, aged 9 to 12, are studied over a 1‐ to 3‐year period to examine the nature of their educations and the differentiation offered to them. Based on problems in these students’ school programs that were unearthed through the case studies, systematic interventions were implemented to improve differentiation for each student on a personal level. Results support personalized differentiation as the optimal means for accommodating the needs of the diversity of gifted and talented youth in schools.
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