Integrating an Affective Component in the Curriculum for Gifted and Talented Students

Abstract

A third-grade student, Joe, is academically gifted, but he is a behavior problem. He was placed in a self-contained special education classroom where most of the students have special needs and have been identified as mentally retarded. How could something like this happen? Could it be because Joe never had support in developing social skills? Cases like Joe emphasize the need to integrate an affective component in the curriculum for gifted and talented students. Affective education is an important aspect in today's schools, and it can be accomplished with little effort.