ABSTRACT
Just as openness, use of metacognitive strategies, and connected thinking were common hallmarks of successful teachers in the case studies, a few common structures within the classroom were also identified as most helpful for these special population gifted students. These classroom features included organization, grouping, independent work/modules, and use of outside experts. Organizing classrooms for gifted learners with special needs requires teacher flexibility and advanced planning that go above and beyond the usual units of study. Classrooms can be enhanced by the use of outside speakers on topics being studied. In order for gifted learners with special needs to receive opportunities for intervention, support structures in schools must also be provided. The areas of greatest need for support are the ongoing professional development of teachers and principals; parent education; collaboration with universities and other outside agencies; flexible implementation of grouping, scheduling, and acceleration; and use of appropriate materials and assessments.
