Abstract
This study explores the experiences of teachers in Special Education (SPED) programs in the Philippines, focusing on how they handle gifted and fast-learning students. The research was conducted during the school year 2024–2025 at Cotabato City Central Pilot School and Sero Central School in Cotabato City. Five SPED teachers were chosen through purposeful sampling and interviewed to better understand their perspectives.
The main goal of this study was to find out the challenges faced by SPED teachers, the strategies they use in teaching gifted learners, and their suggestions to improve gifted education programs.
The results showed that teachers encounter several challenges, such as adjusting lessons for students with different learning styles, dealing with behavioral or attitude problems (especially after the pandemic), and handling the high expectations of parents. To address these, teachers shared that they use strategies like encouraging group or peer learning, using technology to make lessons more engaging, and creating an inclusive classroom environment.
This study highlights the importance of giving SPED teachers proper training and enough resources. It also recommends improving the curriculum to fit the needs of gifted learners and building stronger support systems that involve not just the school but also parents and the community.
INTRODUCTION
special Education (SPED) focuses on creating innovative and adaptive teaching strategies to support students with diverse learning needs, including gifted and advanced learners who require individualized approaches. These students often demonstrate exceptional creativity, problem-solving skills, and leadership potential, yet they may also experience social and emotional challenges that demand sensitive and balanced guidance from teachers. According to studies such as those by Sakarya University (2018) and Alkan and Cengel (2018), educators frequently lack sufficient institutional support and access to professional training resources, which hinders their ability to address the needs of highly talented students effectively. In the Philippines, and particularly in the BARMM region, issues like inadequate teacher preparation (Sajid, 2018), limited educational materials (Bangsamoro Development Plan, 2022), and low parental awareness (Bangsamoro Basic Law, 2018) further complicate the delivery of SPED for gifted learners. These challenges underscore the importance of enhancing professional development, increasing resource allocation, and fostering stronger community engagement to help teachers cultivate the potential of gifted students and promote a more inclusive, equitable education system.
Statement of the Problem
The purpose of this study is to explore the experiences of teachers working in special education programs for gifted students or advanced learners in the Philippines, S.Y. 2024-2025.
Specifically, it seeks to answer the following questions:
1. What are the challenges teachers face in addressing the diverse learning needs of gifted students within special education programs?
2. What strategies do teachers use to create a stimulating and engaging learning environment that caters to the diverse needs of gifted students?
3. What are your recommendations for ensuring that gifted education programs have adequate resources and support?
Significance of the Study
The importance of this study lies in its exploration of the experiences of special education (SPED) teachers in the field of gifted students. By understanding the unique challenges and opportunities faced by these educators, this research aims to contribute to the improvement of teaching practices and the overall learning experience for gifted students.
Policy-Makers and Advocacy Groups. This study will make evidence-based decisions and raise awareness about the importance of specialized support for gifted students.
School. This study offers valuable information that schools can use to enhance their SPED curriculum and improve teacher development for gifted education.
School Administration. This study helps SPED teachers understand their experiences, challenges, and strategies, enabling them to improve their teaching practices and professional growth.
SPED Teachers. This study will help the SPED teachers themselves to gain insights into their experiences, challenges, and strategies, improving their teaching practices and professional development.
Future Educators. This study equips future educators with knowledge about teaching gifted students, helping them develop effective strategies and foster supportive learning environments.
Gifted students. This study benefits gifted students by promoting better learning conditions, enriching their educational experiences, and enhancing their academic growth.
Future Researchers. This study serves as a reference for future researchers interested in exploring the challenges and teaching strategies related to gifted education in SPED programs.
Scope and Limitation
This study focused on SPED teachers actively involved in teaching gifted students, exploring the instructional strategies they used to meet the learners’ unique needs. The respondents consisted of five selected teachers from Cotabato City Central Pilot School and Sero Central School. The findings were limited to the experiences shared by these participants and do not represent the perspectives of all SPED teachers, especially those from different schools or regions.
This chapter addresses the methods of analysis used in this study and offers a general framework for the research. This chapter consist of seven parts, namely: (1) Research Design, (2) Locale of the Study, (3) Research Participants, (4) Research Instrument, (5) Sampling Technique, (6) Data Gathering Procedure, (7) Role of Researchers and (8) Ethical Considerations.
Research Design his study used a qualitative research design to deeply understand participants’ thoughts, feelings, and experiences related to the topic.
It utilized methods such as interviews, observations, and real-life analysis to explore issues without fixed categories.
Locale of the Study The study was conducted in Cotabato City, Philippines, specifically at Cotabato City Central Pilot School and Sero Central School.
Research Participant This study used a purposive sampling technique to deliberately select five SPED teachers from Cotabato City Central Pilot School and Sero Central School who met specific criteria—such as teaching gifted pupils at the elementary level for at least five years—to ensure they possessed relevant knowledge and experience for the research.
Research Instrument The researchers developed and validated a semi-structured interview guide with the help of their adviser to ensure clarity, accuracy, and relevance, organizing the questions logically, revising them for improvement, and using the final version to conduct face-to-face interviews with participants to gather meaningful and reliable data.
Sampling Technique The study used purposive sampling, selecting teachers who could provide meaningful insights into special education programs for gifted students (Creswell, 2014).
Data Gathering Procedure The researchers sought permission from school heads and obtained participants’ consent before conducting face-to-face interviews at Cotabato City Central Pilot School and Sero Central School. Interviews were guided by prepared questions, and follow-up probes ensured complete information
Ethical Consideration Participants joined voluntarily and could withdraw anytime if they felt uncomfortable. Informed consent was obtained, ensuring clear understanding of the study’s purpose and procedures. The researchers upheld ethical conduct, ensuring no harm to participants’ reputation, well-being, or dignity
RESULTS AND DISCUSSION
This chapter presents the discussion of the results gathered by the researchers to describe the SPED teachers' experiences, challenges, coping strategies and recommendations in teaching gifted students.
A. CHALLENGES TEACHERS FACED IN ADDRESSING THE DIVERSE LEARNING NEEDS OF GIFTED STUDENTS
Most studies in special education focus on students, yet teachers also face challenges such as heavy workloads, stress, and limited resources that affect their ability to support diverse learners (Florian & Spratt, 2013). Many lack proper training in differentiated instruction, leaving gifted students unchallenged, while schools often struggle with inadequate funding and flexible programs to address their needs (VanTassel-Baska & Hubbard, 2016).
Theme 1: Reading Comprehension Struggles
According to the respondents, SPED teachers struggle with students’ differing reading comprehension levels, even among fast readers, and address this through differentiated instruction that tailors’ activities and pacing to individual needs. Tomlinson (2017) emphasizes that this approach requires constant adaptation, which can be challenging with limited resources, while Gardner’s Theory of Multiple Intelligences supports the idea that students possess varied strengths—such as linguistic, logical, or interpersonal—that teachers must consider when designing lessons.
Theme 2: Behavioral and Academic Difficulties
This emphasizes the crucial role of SPED teachers in supporting diverse learners, as traditional grading cannot capture differences in learning styles, behavior, and emotion especially among “pandemic babies” and autistic students. Using the Universal Design for Learning (UDL) framework (Meyer, Rose, & Gordon, 2014), teachers apply flexible methods like observation, interactive tasks, and personalized assessments to better measure progress and foster an inclusive classroom environment.
Theme 3: Parental Involvement and Expectations
Parental involvement greatly influences a child’s development, improving social skills and reducing behavioral issues (El Nokali et al., 2010). However, excessive pressure to achieve honors can cause stress for both students and teachers. While Jeynes (2012) found that high parental expectations positively impact achievement across groups, balance is needed to avoid anxiety and maintain healthy learning environments.
Theme 4: Instructional Challenges in Mixed Ability Classrooms
Inclusive teaching ensures that students with varying abilities stay engaged and challenged by balancing the needs of both advanced and struggling learners. Horverak (2022) highlights that inclusive education promotes active participation and allows students to shape their learning experiences, while Tomlinson (2014) emphasizes the importance of differentiation—adapting instruction to meet diverse needs and learning profiles—ensuring flexibility and support for all students.
B. STRATEGIES TEACHERS USED FOR STIMULATING AND ENGAGING LEARNING ENVIRONMENT
According to the respondents they use several strategies to create a stimulating and engaging learning environment. Additionally, positive reinforcement is used to encourage students and build confidence, making the learning experience more rewarding (Tomlinson, 2014).
Theme 1: Collaborative Learning and Differentiation
Special education teachers use strategies like pairing fast learners with slower ones to help close learning gaps and improve understanding. This follows Vygotsky’s Sociocultural Theory, which explains that students learn best with guidance from others, allowing both to grow through shared learning and support
Theme 2: Collaborative Support System
This approach highlights the importance of social connections and collaboration in student success. SPED teachers use group activities and games to build friendships and a sense of belonging, promoting both emotional and academic growth. Pianta and Walsh (2011) emphasize that positive teacher-student relationships are key to fostering achievement and social-emotional development, as students thrive when they feel valued and supported.
Theme 3: Integrating Technology for Enhanced Learning
The use of technology in education has greatly transformed how students access information, interact, and collaborate with learning materials. Integrating digital platforms, multimedia, and interactive tools enhances engagement and improves understanding. According to Bower (2019), technology enables personalized and adaptive learning that meets diverse student needs, while Martin and Ertzberger (2013) found that mobile learning positively impacts engagement and academic performance by providing real-time access to educational resources.
Theme 4: Inclusive and Engaging Classroom Environment
In an inclusive classroom, SPED teachers create a supportive space where every student feels valued by combining independent and group activities, such as art projects that promote self-expression and belonging. Encouraging positive peer relationships also helps develop social skills and maintain harmony. As Bandura (2010) explains, learning occurs through observing and modeling behaviors, meaning collaborative and interactive activities enable students to learn from one another while fostering engagement and strong social connections.
C. RECCOMENDATIONS FOR ENSURING THAT GIFTED EDUCATION PROGRAMS HAVE ADEQUATE RESOURCES AND SUPPORT
To ensure that gifted education programs have the necessary resources and support, it is vital to provide adequate funding, specialized professional development for educators, and a curriculum tailored to meet the diverse needs of gifted students. According to Reis, Gubbins, and Daisey (2011), a comprehensive approach that includes the involvement of administrators, parents, and policymakers is crucial in ensuring these programs are effectively supported.
Theme 1: Resource Allocation for Teachers
Teachers highlight the need for more professional development to better support gifted learners. Respondents recommend offering specialized seminars and providing relevant resources for effective teaching. This aligns with Constructivist Learning Theory (Hmelo-Silver, 2013), which emphasizes that continuous teacher growth and collaboration are essential for effectively meeting diverse student needs.
Theme 2: Professional Development and Ongoing Learning
Professional development is essential for SPED teachers as they face constant changes in addressing diverse learning needs. Staying updated on new strategies, research, and technologies helps bridge the gap between current skills and classroom demands. Regular training fosters collaboration, growth, and motivation, ensuring teachers remain effective and prepared. According to Education Week (2010), ongoing professional development is key to improving teacher quality, yet current training programs still need major reforms to become more structured and impactful.
Theme 3: Curriculum Alignment
Curriculum alignment and teacher expertise are essential for creating effective and engaging learning experiences. Alignment ensures that curriculum, instruction, and assessment work together toward clear learning goals, while teacher expertise allows for meaningful interpretation and delivery. According to Darling-Hammond (2017), teacher expertise is a major factor influencing student success, as skilled teachers can adapt lessons to student needs and align strategies to achieve deeper learning outcomes.
Theme 4: Holistic support for gifted learners
This highlights the need for programs that prepare children academically, emotionally, and behaviorally for mainstream education. Parental acceptance and ongoing progress monitoring are key to ensuring a smooth transition and fostering inclusion. Zimmerman’s (2010) Social Cognitive Theory of Self-Regulation supports this, emphasizing that self-regulation—shaped by parents and teachers through guidance and modeling—is crucial for helping gifted learners adapt successfully to new learning environments.
Implications for Educational Practice
This study emphasizes the need for professional development to help SPED teachers effectively support gifted students’ academic and emotional needs. Training should focus on differentiated instruction, recognizing diverse forms of giftedness, and fostering social-emotional growth. Collaboration among teachers ensures consistent support and shared strategies. Additionally, schools should adopt flexible and enriched curricula that promote creativity, critical thinking, and academic excellence. As VanTassel-Baska and Stambaugh (2006) and Renzulli (2016) note, such approaches help gifted learners reach their full potential, while collaborative planning (Dixon, 2015) strengthens teaching practices and student outcomes.
Implications for Future Researcher
This study can serve as a valuable reference for future researchers in special education, especially those focusing on teachers’ experiences. It highlights key areas for further study, such as the challenges SPED teachers face, their coping strategies, and the support systems that enhance their effectiveness. Future research may expand on this by exploring teacher experiences across different contexts to better understand their evolving needs and practices.
Implications for IBICCI
Illana Bay Integrated Computer College Inc. (IBICCI) offers programs that prepare future educators, but the absence of a Special Education major remains a major gap. Adding this program would help address the growing demand for qualified SPED teachers in the Philippines, especially in the BARMM region, while strengthening IBICCI’s commitment to inclusive education. The program could include specializations such as Learning Disabilities, Emotional and Behavioral Disorders, and Gifted Education to equip future teachers with the necessary skills to handle diverse learners. Introducing a SPED major would not only create more job opportunities for graduates but also promote inclusivity and make a lasting positive impact on the lives of students with special needs.
Concluding Remarks
This study explored the experiences of Special Education teachers in Cotabato City who worked with gifted students, revealing both challenges and opportunities in supporting advanced learners. Teachers faced issues such as diverse student needs, parental expectations, and limited training but used strategies like differentiated instruction, collaboration, and technology to foster inclusive classrooms. The findings highlight the need for more professional development, better resources, and stronger collaboration among teachers, parents, and school leaders. Overall, the study underscores the importance of building a more inclusive and supportive education system that empowers gifted learners to reach their full potential.
REFERENCES
Baum, S. M., & Owen, S. V. W. (2014). Meeting the needs of twice-exceptional learners: Implications for identification and practice. SAGE Publications on behalf of the Council for Exceptional Children. https://files.eric.ed.gov/fulltext/EJ1185416.pdf
Bernardo, A. B. I., Cordel, M. O. II, Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2022). Contrasting Profiles of Low-Performing Mathematics Students in Public and Private Schools in the Philippines: Insights from Machine Learning. Journal of Intelligence,10(3),61. https://doi.org/10.3390/jintelligence10030061
Bettini, E., Jones, N. D., Brownell, M. T., Conroy, M., & Leite, W. (2017). Relationships between novice special educators’ social resources and workload manageability. Remedial and Special Education, volume 38, issue 4, pages 246–256, in 2017. https://doi.org/10.1177/0741932517708327
Brown, T., & Clark, M. (2024). An international scoping review focused on gifted and talented children in inclusive education. Journal of Childhood Education and Society, 5(3), 488–502. https://www.jces.com/index.php/jces/article/view/488
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032
Callahan, C. M., & Plucker, J. A. (2014). Research on giftedness and gifted education: Status of the field and considerations for the future. Exceptional Children, 80(4), 390–406. https://doi.org/10.1177/0014402914527244
Coleman, M. R., & Vaughn, S. (2015). The role of special education in meeting the needs of gifted students with disabilities. Theory into Practice. https://www.tandfonline.com/journals/htip
Collins, A., Brown, J. S., & Holum, A. (2010). Cognitive apprenticeship: Making thinking visible. American Educator, 23(3), 6–11. https://www.psy.lmu.de/isls-naples/intro/all-webinars/collins/cognitive-apprenticeship.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Thousand Oaks, CA: Sage Publications https://books.google.com/books/about/Research_Design.html?id=4uB76IC_pOQC
Dela Cruz, M. (2024). Home Environment of Filipino Gifted Learners. International Journal of Progressive Research in Education and Management Science, 4(8), 891–899. https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.scischolars.com%2Fjournals%2Findex.php%2Fijpre%2F&h=AT0GPts8W-3TqTK4-5DWB6APh5s_LSOS_iSJM2rU1mABOTbdAm9XqGh4BU6sqkXNsWUZrAWZHa0oqaLNCUY5SKr4Ww2m6Uu_TZZKASRhiuHpURSE1WvejOU2c9g7J1Y&s=1
Donohue, D. K., & Bornman, J. (2015). South African teachers’ attitudes toward the inclusion of learners with different abilities in mainstream classrooms. International Journal of Disability, Development and Education, 62(1), 42–59. https://doi.org/10.1080/1034912X.2014.985638
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3),988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
Espina, E. (2023). Inclusive education practices in the Philippines: Challenges and prospects. Asia Pacific Education Review, 24(2), 123–135. https://en.wikipedia.org/wiki/Joan_Freeman_(British_psychologist)
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691–704. https://doi.org/10.1080/13603116.2019.1622801
Fuchs, D., & Fuchs, L. S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research & Practice, 13(3), 134-139. https://eric.ed.gov/?id=EJ571937
Gagne, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147. http://dx.doi.org/10.1080/1359813042000314682
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books. https://psycnet.apa.org/record/1999-04335-000
Gilmour, A. F., & Wehby, J. H. (2020). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042-1060. https://doi.org/10.1037/edu0000394
Hoover-Dempsey, K. V., & Sandler, H. M. (2011). Parental Involvement in Children' Education: Why Does It Make a Difference? Teachers College Record, 113(9), 1803-1826. https://journals.sagepub.com/doi/10.1177/016146819509700202
Horverak, M. O. (2022). Strategies to Succeed with Inclusion in a Diverse Learning Environment. IAFOR Journal of Education, 10(3), 7--22. https://doi.org/10.22492/ije.11.3.01
Jeynes, W. H. (2012). A meta-analysis of the relationship between parental involvement and elementary school student academic achievement. Educational Psychology Review, 24(4),115-135. https://doi.org/10.1007/s10648-012-9196-x
Jolly, J. L., & Matthews, M. S. (2012). A Critique of the Literature on Parenting Gifted Learners. Journal for the Education of the Gifted, 35(3), 259-290 https://doi.org/10.1177/0162353212451703
Jones, N. D.,& Gilmour, A. F. (2019). Special education teacher evaluation: Examining current practices and research. In J. B. Crockett, B. Billingsley, & M. L. Boscardin Eds.), Handbook of Leadership and Administration for Special Education (2nd ed., pp 458-477). https://doi.org/10.4324/9781315226378-27
Kerr, B., & McKay, R. (2021). Smart girls in the 21st century: Understanding tall girls and women. Great Potential Press. https://books.google.com/books/about/Smart_Girls_in_the_21st_Century.html?id=oHPPnQEACAAJ
Mastropieri, M. A., & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Merrill, Upper Saddle River, N.J.” (Mastropieri) https://books.google.com.ph/books/about/The_Inclusive_Classroom.html?id=6ojuAAAAMAAJ
Martin, F., & Ertzberger, J. (2013). "Here and now: Exploring the impact of mobile devices on student learning. Computers & Education, 68, 76-85. https://doi.org/10.1016/j.compedu.2013.04.021
Matthews, D. J., & Foster, J. F. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Prufrock Press. (Mathew) https://joannefoster.ca/being-smart-about-gifted-learning/
McLeskey, J., & Waldron, N. L. (2019). High-leverage practices for inclusive classrooms. In High-Leverage Practices for Students with Disabilities (pp. 29-44). https://www.routledge.com/High-Leverage-Practices-for-Inclusive-Classrooms/McLeskey-Maheady-Billingsley-Brownell-Lewis/p/book/9781138039186
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST. https://www.cast.org/products-services/resources/cast-publishing/universal-design-for-learning-meyer-rose-gordon
National Association for Gifted Children [NAGC]. (2018). Pre-K-Grade 12 gifted programming standards. NAGC. https://resources.finalsite.net/images/v1712687753/websterk12mous/nagv9nhe4k3tgw2r6tky/Intro2019ProgrammingStandards1.pdf
National Association for Gifted Children. (n.d.). Special education in Tibet: Perspectives on the education of children with special educational needs. National Association for Gifted. https://doi.org/10.4324/9781003268208
Neihart, M., Pfeifter, S. 1., & Cross, T. L. (2020). The social and emotional development of gifted children: What do we know? Routledge 2021 version. (Neil) https://www.routledge.com/The-Social-and-Emotional-Development-of-Gifted-Children-What-Do-We-Know/Neihart-Neihart-Reis-Robinson-Moon/p/book/9781618214843
Nielsen's (2002). Work on twice-exceptional learners, which is accessible with DOI. Exceptionality: A Special Education Journal, 10*(2), 93–111. https://doi.org/10.1207/S15327035EX10024 ResearchGate.
OECD. (2021). Policy Approaches and Initiatives for the Inclusion of Gifted Students. OECD Education Working Paper No. 262. OECD Publishing. https://www.oecd.org/en/publications/policy-approaches-and-initiatives-for-the-inclusion-of-gifted-students-in-oecd-countries_c3f9ed87-en.html
PCGE. (2023). Mission and Vision of PCGE. Retrieved from PCGE website https://pcge.ph/mission-vision
Pfeiffer, S. I. (2022). Serving the gifted: Evidence-based approaches and best practices. Routledge 2022 (Pfeiffer) https://doi.org/10.4324/9780203883587
Pianta, R. C., & Walsh, D. J. (2011). The character and quality of teacher-child relationships: Implications for early education. School Psychology Review, 40(2), 215- 224. https://files.eric.ed.gov/fulltext/EJ1179826.pdf
Plucker, J. A., & Callahan, C. M. (2020). Critical Issues and Practices in Gifted Education. Prufrock Press. https://doi.org/10.4324/9781003233961
Plucker, J. A., & Callahan, C. M. (2022). Critical Issues and Practices in Gifted Education: What the research says. National Association for Gifted Children. https://doi.org/10.4324/9781003233961
Poon, K. (2022). Teachers' attitudes towards inclusive education in Singapore. International Journal of Inclusive Education, 26(5), 467-482. https://doi.org/10.1080/02188791.2014.922047
Potts, J. A. (2024). The Changing Role of Parents in Gifted Education Programs. Parenting for High Potential. National Association for Gifted Children. https://www.davidsongifted.org/gifted-blog/the-changing-role-of-parents-in-gifted-education-programs/
Prudente, M. S., Cruz, R. V., & Reyes, W. S. (2024). A Systematic Review of Professional Development Programs for Teachers in the Philippines. Educational Research Journal, 45(1), 67-85. Retrieved from EDCOM 2. https://edcom2.gov.ph/publications/systematic-review-of-professional-development-programs-for-teachers-in-the-philippines/
Reis, S. M. (2014). The need for talent development in special education programming. Journal for the Education of the Gifted, 37(2), 131-147. https://gifted.uconn.edu/wp-content/uploads/sites/961/2022/12/Is-There-Still-a-Need-for-Gifted-Education.pdf
Reis, S. M., & Renzulli, J. S. (2014). The Schoolwide Enrichment Model: A How-To Guide for Talent Development (3rd ed.). Waco, TX: Prufrock Press. https://doi.org/10.4324/9781003238904
Reis, S. M., & Renzulli, J. S. (2020). The schoolwide enrichment model: A comprehensive plan for developing talents and gifts. Creative Learning Press. https://gifted.media.uconn.edu/wp-content/uploads/sites/961/2025/05/The-SEM_A-Comprehensive-Plan-for-the-Development-of-Talents-and-Giftedness.pdf
Robinson, A. (2008). The social and emotional lives of gifted kids: Understanding and guiding their development. Routledge/Taylor & Francis (Robinson) https://www.taylorfrancis.com/books/mono/10.4324/9781003236900/social-emotional-lives-gifted-children-tracy-cross
Rossi, P., & Bianchi, G. (2023). Gifted Children through the Eyes of Their Parents: Talents, Social Challenges, and Parental Support. Frontiers in Psychology, 14, 1122637. https://doi.org/10.3390/children10010042
Santos, A. (2020). Instituting of Kindergarten Gifted Education Program in the Philippines. International Journal of Academic Research in Business and Social Sciences. https://hrmars.com/index.php/papers/detail/MAJESS/8075/Instituting-of-Kindergarten-Gifted-Education-Program-in-the-Philippines
Savolainen, H. (2018). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. International Journal of Inclusive Education, 22(1), 1–15 https://doi.org/10.1080/08856257.2011.613603
Smith, A. B., & Johnson, C. D. (2024). A Meta-Analysis of Parental Involvement and Gifted Development. Gifted Child Quarterly, 68(2), 123-140. https://www.researchgate.net/publication/264130247_A_MetaAnalysis_of_Parental_Involvement_and_Gifted_Development
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). The psychology of high performance: Developing human potential into domain-specific talent. American Psychological Association. https://www.apa.org/pubs/books/4314009
Tarasyuk, D. (2023). Special Education Curriculum: A Qualitative Descriptive Exploration of Content, Skills, and Knowledge. ProQuest Dissertations Publishing. (Tarasyuk) https://eric.ed.gov/?id=ED632818
Tomlinson, C. A. (2014) The Differentiated Classroom: Responding to the Needs of All Learners (2nded.) ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/differentiated-classroom2nd-sample-chapters.pdf
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD. https://files.ascd.org/...HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. (2016). Exceptional lives: Special education in today's schools (8th ed.) Pearson. https://www.scribd.com/document/799537369/PDF-Exceptional-Lives-Special-Education-in-Today-s-Schools-8th-Edition-eBook-PDF-download
VanTassel-Baska, J. (2018). Comprehensive curriculum for gifted learners. Pearson. https://www.amazon.com/Comprehensive-Curriculum-Gifted-Learners-3rd/dp/0205388655.
VanTassel-Baska, J., & Stambaugh, T. (2019). Professional Development in Gifted Education: Training Teachers to Meet the Needs of Gifted Learners. Pearson (3rd ed.) (Van tassel 2019) https://www.pearson.com/en-us/subject-catalog/p/Van-Tassel-Baska-Comprehensive-Curriculum-for-Gifted-Learners-3rd-Edition/P200000001986/9780205388653
Venderickx, A. (2021). Challenges in Teacher Training for Gifted Edu cation: A Study in the Netherlands. Radboud University. https://www.ru.nl/en/radboud-centre-social-sciences/courses/international-advanced-master-in-gifted-education-and-care
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://home.fau.edu/musgrove/web/vygotsky1978.pdf
Wehmeyer, M. L. (2018). Self-determination and the education of students with disabilities (6th ed.). Brookes Publishing. https://files.eric.ed.gov/fulltext/ED470036.pdf
WCGTC. (2022). Global Principles for Professional Learning in Gifted Education. WCGTC website. https://world-gifted.org/wp-content/uploads/2022/01/professional-learning-global-principles.pdf
Wright, B. L., & Ford, D. Y. (2021). Parent Engagement in Identifying and Serving Diverse Gifted Students. Journal for the Education of the Gifted, 44(2), 150–170. https://journals.sagepub.com/doi/10.1177/0162353221996703
DOI 10.5281/zenodo.17626924
