School counselors are aware of students who are gifted and culturally diverse. School counselors provide individual and group counseling for gifted and talented students as needed and serve as a resource for gifted and talented students and their families in meeting the students’ needs. twice exceptional (e.g., identified as gifted and talented and an identified disability Foley Nicpon & Cederberg, 2015).advocacy for access to rigorous and appropriately challenging programs.School counselors assist in promoting understanding and awareness of the unique issues that may both positively and negatively affect gifted and talented students including: School counselors advocate for the inclusion of, and the participation in, activities that effectively address the academic, career, and social/emotional needs of gifted and talented students at all academic levels. School counselors are involved in the analysis of data obtained from multi-criterion sources and are not responsible for the coordination, collection, and/or administration of the multi-criterion system or any assessment used in the selection process. The definition of gifted and talented requirements differs by state and district. School counselors provide consultation in the identification of gifted and talented students when appropriate through the use of a districtwide, multiple-criterion system (i.e., intellectual ability academic performance visual and performing arts ability practical arts ability creative-thinking ability leadership potential parent, teacher, peer nomination expert assessment) when appropriate. ![]() The data reveals American Indian, Hispanic and African American student groups have been underrepresented in elementary and secondary school gifted education programs since 1978 (US OCR, 2004). The issue of overrepresentation of Asian and white students in gifted education programs was described in a data collection from the Office of Civil Rights (OCR). Research also suggests that ongoing exposure to micro-aggressions directed at marginalized students creates an environment where students fear the label of gifted and talented (Staumbaugh & Ford, 2014). School counselors consider these needs when implementing developmentally appropriate activities as a part of a school counseling program (ASCA, 2019). Purposeful gifted and talented education programs include several benefits: assisting the gifted student in college and career goals, defining postsecondary and career plans and increasing achievement levels. Within the school counseling program, school counselors create an environment in which the academic, career and social/emotional development of all students, including gifted and talented students, is fostered (Kennedy & Farley, 2018). Research suggests gifted and talented students may share common personality characteristics, such as perfectionism, sensitivity and idealism (Mammadov, Cross & Ward, 2018). ASCA-Recognized School Counselor Preparation Program.ASCA Professional Standards & Competencies. ![]()
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