ABSTRACT
This chapter provides a process for applying collaborative consultation while working with teachers, parents, counselors, school psychologists, and other school personnel who might be involved in addressing special needs of gifted students. It highlights important questions and strategies to consider when working with others to develop specialized supports or interventions in response to students’ needs. Through collaborative consultation, continue to help the team recognize that twice-exceptional learners master the more complex, conceptual information more easily than drilled, skill-focused learning, and as such, conceptual understanding should be the first step in remediation efforts. Once twice-exceptional students have been identified, collaborative efforts should focus on meeting their needs within the classroom. Underachievement occurs when there is a significant discrepancy between actual achievement and expected achievement. Perfectionism is often seen in gifted students when self-worth is tied to their achievement. It is also akin to anxiety.
