The document discusses the social-emotional needs of gifted and talented students. It notes that gifted students have both cognitive and social-emotional needs, including sensitivity, high expectations, perfectionism, and potential depression or underachievement. The social-emotional development of gifted learners differs from typical learners in that gifted learners have advanced cognitive development, high levels of emotion, and different chronological, emotional, and mental ages at an early age. Educators can effectively meet these needs by recognizing cognitive and behavioral traits, tailoring support to individual needs, and having schools and families work together to address each domain of needs.

1. SOCIO
EMOTIONAL
NEEDS
Of the Gifted & Talented
Presented by
Laetitia Andrews
Shaliza Nabbie

2. WHAT ARE SOCIAL EMOTIONAL
NEEDS?
Social-emotional needs are needs that gifted and talented students have along with
their cognitive needs. They include characteristics such as sensitivity, intensity, high
expectations of themselves or others, a strong sense of justice, perfectionism,
depression or underachievement.

3. HOW DOES THE SOCIAL-EMOTIONAL DEVELOPMENT OF
GIFTED LEARNERS DIFFER FROM TYPICAL LEARNERS?
1. Advanced cognitive development
2. High level of emotion
3. Chronological, emotional and mental ages are different.
4. At an early age the show these characteristics
5. Child’s interactions with their environment
6. Students may learn to hide their abilities

4. HOW CAN EDUCATORS EFFECTIVELY MEET THE SOCIAL-
EMOTIONAL NEEDS OF GIFTED LEARNERS IN AN INCLUSIVE
SETTING?
• Cognitive traits and characteristics are easy to recognise when they are manifested
through positive classroom behaviours.
• Lack of engagement can lead to negative or misunderstood behaviours.
• Needs should be tailored to each socio emotional behavior of the child.
• School and the parents or carers to work together
• Each domain of needs requires different affective needs.

5. INTELLECTUAL
• Opportunity to learn at high level with others of like ability or performance;
• Opportunity to socialize with others of like ability or performance;

6. CREATIVE
• Practice in realistic goal setting;
• Encouragement of creative thinking;
• Quiet periods for creative thinking to emerge;
• An open learning environment and acceptance of differences in
perspective and originality.

7. VAPA
• Opportunity to perform or display skill development at regular
intervals in school setting;
• One-to-one tutorship in arts area with ‘true’ artist.

8. SOCIAL/LEADERSHIP
• Leadership skills training;
• Mentorships in social issues project;
• Engagement in conflict resolution, social issues program;
• Support in setting realistic learning goals.