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The gifted/talented have the same basic needs as other students: love, understanding, encouragement to grow, companionship, guidance, respect, support, acceptance, securing . . . However, they also have special needs which correspond to their special natures.
A flexible program which involves the higher cognitive concepts and processes as defined by Bloom and Guilford
Freedom from the restrictions of structured requirements and limited time frames
Time and freedom to experiment, explore subjects of interest
Open access to needed learning resources whatever and wherever they may be (Grade level is irrelevant for the gifted and talented who can cope with materials from two to four or more levels higher than grade placement.)
Confrontation with problems and issues of society for which there is no single predetermined solution
Opportunity to brainstorm, thus producing creative ideas
Encouragement to ask questions, make discoveries, pursue own interest in depth
Opportunities to work with other gifted/talented students at least part of the time
Wide variety of in-depth cultural experiences beyond the usual field trips to zoos, museums, industries
Opportunities to help others (e.g. as volunteer readers to the blind, volunteer tutors to students in lower grades)
Friendly recognition and acceptance of their giftedness
Introduction to their own abilities (Many gifted/talented people never knew that they were unusual in any way until someone helped them to discover their abilities.)
Gifted/Talented students have a need for their varying learning styles to be addressed.
Rapid response and functioning
Deliberate and contemplative response
Logical and direct thinking
Exploratory and circuitous thinking
Intuitive understanding
There are consequences of the failure to meet the needs of gifted/talented students.
Poor study habits
Behavior problems
Apathy and withdrawal
Emotional/psychological problems caused by neglect or ridicule of abilities
Underachievement
Increased dropout rate
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