ABSTRACT
This chapter articulates what we know from research about individual differences and giftedness and some of the developmental distinctions across age groups that provide the basis for use of differentiated practices in curriculum and instruction. Regardless of the age of gifted learners, they are still functioning at a significant level above the norm and therefore require curriculum that is differentiated based on their abilities rather than their age or grade level. The chapter weaves together newer views of giftedness that suggest it is domain-specific in multiple areas, and that many students go underidentified, especially those from some racial and ethnic backgrounds and those who come from low-income households. The chapter offers a perspective on how gifted learners may optimally function through a talent development framework that represents these advanced abilities and traits. Additionally, this chapter provides an overview of diverse populations of gifted learners and needed considerations in terms of curricular and programming modifications.
