Too often, gifted young people, and especially gifted boys, who have the academic potential for success in a multitude of careers are directed toward a limited number of occupations considered "appropriate," namely, doctor, lawyer, engineer, and business person (Colangelo, 2003; Colangelo & Kerr, 1991).
Perhaps the most important lesson to teach gifted and talented students with many options and their parents is that a career decision made in the last years of high school is just one choice, the first of potentially many career choices.
At first glance these statements would seem like reasonable career goals for gifted or talented students for whom limited ability is not an issue.
The other elephant in the room when the topic of gifted education comes up is race.
Those who are most passionate about gifted education say true support of it in America requires a paradigm shift--recognizing that gifted students have special needs similar to those students who receive services under the Individuals with Disabilities Education Act.
The biggest myth about gifted education is that these kids don't need help and can fend for themselves," says Jan Davidson, co-author of Genius Denied.
Actually, school counselors, gifted-education and classroom teachers (Peterson, 2003), and university-based counseling centers serving gifted youth (Colangelo & Assouline, 2000) can provide appropriate services, and parent groups (Webb & DeVries, 1993) can indirectly offer support.
Among several issues related to educating and counseling gifted students, it is important for school counselors to be aware of identification practices, because problems inherent in these may be related to counseling concerns.
Gifted students with learning disabilities can be grouped into three categories: (a) identified gifted students with subtle learning disabilities; (b) unidentified students who struggle to maintain average achievement; and (c) identified students with learning disabilities who are later discovered to be gifted (Baum, 1990).
Additionally, difficulties identifying gifted students with learning disabilities are compounded in the primary grades because students are often able to compensate for their disability (Norton, 1996).
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