ABSTRACT
The integration of support structures will undoubtedly benefit gifted students, ensuring a network of professionals connected to each other and committed to student needs. Schools and individuals can begin this process by encouraging teachers, administrators, counselors, and clinicians to engage and collaborate with each other. For the field of gifted education to progress, teachers, administrators, and counselors need to engage and collaborate with each other and with professionals from other relevant disciplines in working with special populations. As the need to understand both individual and group differences among gifted learners becomes greater, resource capacity becomes more limited, and schools are forced to rely on existing organizational structures to deliver curriculum services. Although it is counterintuitive, grouping special populations of gifted learners together is likely to enhance their growth and development, rather than using patchy approaches that do not allow sustained periods of intervention to occur across years.
