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Journals Home > Gifted Child Today > Volume 23 |  Issue 4 > Article Abstract
 

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  • Volume 23
  •  Issue 4
  • Publication Date: July/August 2000



Affective Component in the Education of the Gifted

Karen S. Johnson

Imagine a third grade student, Joe, who is academically gifted, but is such a behavior concern that he is placed in a self-contained special education classroom where most of the students are children with mental retardation. How might such a placement happen? Might it be because Joe never had support in developing social skills? Did Joe not have a curriculum that addressed his affective needs? Given Joe and other similar students, teachers may need to integrate an affective component into their curriculum for gifted students.


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