ABSTRACT
Giftedness is the characteristic that looms the largest in the profiles of these students, and it is the one that must be accommodated, regardless of the secondary or tertiary characteristics of each student. Many schools focus on the perceived weaknesses of these students-on language development as the primary goal for English language learners, on a learning disability such as dysgraphia, on background knowledge problems related to poverty, or on the minority status of a student. Thus, services that address affective needs, delivered by teachers and counselors working collaboratively, are an important part of the intervention options these students need at all levels of schooling. One-on-one teacher mentorships and counseling can be protective factors that give students the opportunity to express their anxieties and solve emotional problems. The personal connections with teachers and other educators over years in school provide the best support for these students to grow at rates commensurate with their abilities.
