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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.

Author(s):

Barbara Lazarou
blazarou@mail.usf.edu
University of South Florida
United States

Barbara Lazarou is a doctoral student from the University of South Florida (USF). She earned a B.A. in Political Science and Education from the University of Tampa, and her M.A. in Special Education-Gifted from USF. She is pursuing her Ph.D. in Curriculum and Instruction-Special Education with an emphasis in Gifted Education from USF. Research interests include gifted girls, adolescent leadership development, and twice exceptionalities. Her current research focuses on gifted and emotional-behavioral disorder. Barbara has taught gifted students for more than twenty years in the United States and Canada and has presented to national and international audiences.