This guide was adapted from the Accommodating and Supporting Gifted Learners in Peel Secondary Schools document.

Bibliography

Alberta Learning. (2004). The journey: a handbook for parents of children who are gifted and talented. Alberta Learning. Retrieved from https://open.alberta.ca/dataset/4204f7d0-5eda-4f53-bb0c-0df988b8b55d/resource/897b9b57-43af-477a-a3d6-3d949312151e/download/the-journey-a-handbook-for-parents-2004.pdf.

Christopher, M. M., & Shewmaker, J. (2010). The relationship of perfectionism to affective variables in gifted and highly able children. Gifted Child Today, 33(3), 20–30. doi: 10.1177/107621751003300307.

Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93, 163–172. doi:10.1002/j.1556-6676.2015.00192.

Douglass, M. & Tieso, C. (2008). Twice Exceptional: Gifted Students with Learning Disabilities Considerations Packet. William and Mary School of Education. https://education.wm.edu/centers/ttac/documents/packets/twiceexceptional.pdf.

Furner, J. M. (2017). Helping all students become einstein’s using bibliotherapy when teaching mathematics to prepare students for a STEM world. Pedagogical Research, 2(1), 1–11. Doi: 10.20897/pedre.201701.

Furner, J. M., Gonzalez-DeHass, A. (2011). How do Students’ Mastery and Performance Goals Relate to Math Anxiety?. Eurasia Journal of Mathematics, Science and Technology Education, 7(4), 227–242. https://doi.org/10.12973/ejmste/75209.

Gaesser, A. H. (2018). Befriending anxiety to reach potential: Strategies to empower our gifted youth. Gifted Child Today, 41(4), 186–195. doi:10.1177/1076217518786983.

Gomez-Arizaga, M.; Valdivia-Lefort, M.; Castillo-Hermosilla,H.; Hébert, T.P.; & Conejeros-Solar, M.L. (2020). Tales from Within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms. Education Sciences, 10(137). https://doi.org/10.3390/educsci10050137.

Government of Ontario. (2017). Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2017. Retrieved from http://www.edu.gov.on.ca/eng/document/policy/os/2017/spec_ed_2.html#categories.

Haberlin, S. (2015). Don’t stress: What do we really know about teaching gifted children to cope with stress and anxiety? Gifted and Talented International, 30(1-2), 146–151. doi: http:/10.1080/15332276.2015.1137465.

Harrison, G. E., & Van Haneghan, J. P. (2011). The gifted and the shadow of the night: Dabrowski’s overexcitabilities and their correlation to insomnia, death anxiety, and fear of the unknown. Journal for the Education of the Gifted, 34(4), 669–697. doi: 10.1177/016235321103400407

Hébert, T. P. (2011). Understanding the social and emotional lives of gifted children. Waco, TX: Prufrock Press.

Hébert, T. P., & Furner, J. M. (1997). Helping high ability students overcome math anxiety through bibliotherapy. Journal of Secondary Gifted Education, 8(4), 164–178. doi: 10.1177/1932202X9700800403.

Hurwitz, B. & Lacalamita, R. (2008). Developing Individual Education Plans for Gifted Students: Information for Parents/Guardians. ABC Ontario. https://www.abcontario.ca/images/pdfs/iep_guide_rev_april_20.pdf.

Kennedy, K., & Farley, J. (2018). Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education, 10(3), 361–367.

Lamont, R. T. (2012). The fears and anxieties of gifted learners: Tips for parents and educators. Gifted Child Today, 35(4), 271–276. doi:http://dx.doi.org.ezproxy.library.yorku.ca/10.1177/1076217512455479.

Lind, S. (2011, September 14). Overexcitability and the Gifted. Retrieved from https://www.sengifted.org/post/overexcitability-and-the-gifted.

Martin, L. T., Burns, R. M., & Schonlau, C. (2010). Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of the Epidemiologic Literature. Gifted Child Quarterly 54(1), 31–41. doi: http://dx.doi.org/10.1177/0016986209352684.

Malpass, J. R., O’Neil, H. F., Jr., & Hocevar, D. (1999). Self-regulation, goal orientation, self-efficacy, worry, and high-stakes math achievement for mathematically gifted high school students. Roeper Review, 21(4), 281–88. doi: https://doi.org/10.1080/02783199909553976.

Miedijensky, S. (2018). Learning environment for the gifted—What do outstanding teachers of the gifted think? Gifted Education International, 34(3), 222–244. https://doi.org/10.1177/0261429417754204.

Mofield, E. L., & Parker Peters, M. (2015). The relationship between perfectionism and overexcitabilities in gifted adolescents. Journal for the Education of the Gifted, 38(4), 40–427. doi: 10.1177/0162353215607324

Ministry of Education (2017). Special education in Ontario: kindergarten to grade 12: policy and resource guide. Government of Ontario. http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf.

Ministry of Education (2002). The Ontario curriculum unit planner: special education companion. Government of Ontario. https://pdsb1.sharepoint.com/TL/SpecialEd/Sec/Shared%20Documents/IEP/Spec%20Ed%20Categories%20and%20Accommodations.pdf.

National Association for Gifted Children. (2016, April 6). Dispelling the myths around gifted education. Dispelling the myths around gifted education. Retrieved June 8, 2022, from https://www.nagc.org/blog/dispelling-myths-around-gifted-education-4-6-16.

Neihart, M. (2003). Gifted Children with Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest.

Nicpon, M. F., & Pfeiffer, S. I. (2011). High-ability students: New ways to conceptualize giftedness and provide psychological services in the schools. Journal of Applied School Psychology, 27(4), 293–305. doi: 10.1080/15377903.2011.616579.

O’Connor, K. J. (2005). Stereotypes and beliefs regarding intellectually gifted students: Perceptions of pre-service school counselors [University of Connecticut]. Proquest Dissertations Publishing.

Parekh, G., Brown, R. S., & Robson, K. (2018). The Social Construction of Giftedness. Canadian Journal of Disability Studies, 7(2), 1–32. https://doi.org/10.15353/cjds.v7i2.421.

Reis, S., & Colbert, R. (2004). Counseling needs of academically talented students with learning disabilities. Professional School Counseling, 8(2), 156–167.

Reis, Sally M. series editor (2004). Essential Readings in Gifted Education: A Joint Publication of Corwin Press and the National Association for Gifted Children, Thousand Oaks, CA: Corwin Press.

Rimm, S. (1986). Underachievement syndrome: causes and cures. Watertown. WI: Apple Publishing Co.

Rinn, A. N., Mendaglio, S., Rudasill, K. M., & McQueen, K. S. (2010). Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly, 54(1), 3–17. doi: 10.1177/0016986209352682.

Skolnick, J. (2018, October 10). Giftedness & ADHD: A strengths-based perspective and approach. CHADD. Retrieved July 18, 2023, from https://chadd.org/attention-article/giftedness-adhd-a-strengths-based-perspective-and-approach/.

Sternberg, R. (2019). Teaching and assessing gifted students in STEM disciplines through the augmented theory of successful intelligence. High Ability Studies: Self-Regulated Learning in Gifted, Talented, and High-Achieving Learners, 30(1–2), 103–126. https://doi.org/10.1080/13598139.2018.1528847.

Sternberg, R. (2010). Assessment of gifted students for identification purposes: New techniques for a new millennium. Learning and Individual Differences, 20(4), 327–336. https://doi.org/10.1016/j.lindif.2009.08.003.

Sternberg, R. J. (2004). Definitions and conceptions of giftedness (Vol. 1). Corwin Press.

Stornelli, D., Flett, G. L., & Hewitt, P. L. (2009). Perfectionism, achievement, and affect in children: A comparison of students from gifted, arts, and regular programs. Canadian Journal of School Psychology, 24(4), 267–283. doi: 10.1177/0829573509342392.

Silverman, L. (2016). The unique inner lives of gifted children [Youtube]. Retrieved from https://www.youtube.com/watch?v=ctYVIYggRfg&t=4s.

Talking with educators. (n.d.). Retrieved from https://www.abcontario.ca/resources-support/understanding-giftedness/schooling.

Tay, B., Özkan, D., & Tay, B. (2009). The effect of academic risk taking levels on the problem solving ability of gifted students. Procedia - Social and Behavioral Sciences, 1(1), 1099–1104. https://doi.org/10.1016/j.sbspro.2009.01.198.

Tsui, J. M., & Mazzocco, M. M. M. (2006). Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper Review, 29(2), 132–139. doi: 10.1080/02783190709554397.

Vuyk, A. M., Kerr, B. A., & Krieshok, T. S. (2016). From overexcitabilities to openness: Informing gifted education with psychological science. Gifted and Talented International, 31(1), 59–71. doi: 10.1080/15332276.2016.1220796.

Webb, J. T., Amend, E. R., & Webb, N. E. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, depression, and other disorders. Great Potential Press, Inc.

Winkler, D., & Voight, A. (2016). Giftedness and overexcitability: Investigating the relationship using meta-analysis. Gifted Child Quarterly, 60(4), 243–257. doi: 10.1177/0016986216657588.

Zeidner, M., & Shani-Zinovich, I. (2015). A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students. High Ability Studies: Motivational and Emotional Aspects of High Ability (Part I), 26(2), 211–226. https://doi.org/10.1080/13598139.2015.1095076.