ABSTRACT
This chapter explores the theory and research related to practices suitable for gifted and talented learners in all classrooms, including special programs that may be school-based or out-of-school. It is contextualized in general education by examining theories drawn from differentiated instruction and invitational education. These generic principles are then applied to practices drawn from the specific characteristics of gifted and talented learners and based on a limited body of research examining their preferences. For more than three decades, gifted and talented education specialists have advocated for qualitative differentiation. The modifications to content, processes, products, and learning environments have been argued based almost exclusively upon how gifted students differ from the norm as a group, rather than on a personal level. The chapter concludes by sharing the key features of a learning environment that is qualitatively different and responsive to the needs of gifted and talented children and young people.
