ABSTRACT
The field of gifted education has always advocated for counseling and other related supports for gifted students. Typically, these supports have been provided by the classroom teacher, who has the most amount of contact time with gifted students and who traditionally has been responsible for meeting the students' social and emotional needs. National Model, initially developed in 2003, emerged in large part as a response to the national movement of accountability regarding educational practices. Given the numerous models and approaches to curriculum and differentiation for gifted learners, the Integrated Curriculum Model (ICM) was designed to synthesize aspects of these models and approaches into a coherent framework that could serve educators of the gifted in building their specific curricula. This chapter has explored several different ideas for providing a rigorous and relevant classroom curriculum through the blending of the approaches of the ICM and counselor preparation, especially in emphasizing mindsets and behaviors for student success.
