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2 Gifted-EBD: Program Design and Next Steps
Although research on programming strategies for gifted-EBD (emotional and behavioral disorders) students is limited, there is evidence to support the theory that strengths and challenges are mutually inclusive. Neither the gifted nor the emotional-behavioral identification is more urgent than the other. This poster presentation delineates how the following next steps have potential to expand possibilities for gifted-EBD students: framework, programming, voices, professional development and communication/language. Key points from the poster presentation include how embedding an affective component to the overall curriculum and establishing collaborative intent among human resources are essential for building a platform that strengthens and guides the needs and goals of gifted-EBD students.