ABSTRACT
In their models of talent development, Bloom and Subotnik et al. both discussed the role of teachers and mentors in the development of talent, noting that at each stage of the talent development trajectory, the methods and goals of teaching and mentoring change. Two meta-analyses have examined the effects of gifted programming on social and emotional outcomes; findings from both suggest that gifted programming positively affects the social, emotional, and psychosocial development of gifted individuals. The Autonomous Learner Model has been mentioned several times in this book, largely in reference to its position squarely in the center of the gifted child paradigm. Indeed, Betts developed his Autonomous Learner Model as a model of curriculum designed to meet the needs of the whole gifted child, including cognitive, physical, social, and emotional needs.
