Increased attention has been given to the perplexing issue of students with both disabilities and abilities. This study investigated whether a talent development approach could be adapted for persons with Williams syndrome (WS). Available school records and extensive interviews provided evidence that educational programs for these students with WS had focused primarily on remediating their deficits. Although the majority of participants demonstrated a lifelong interest in music, few had been able to participate in music enrichment during their entire school experience. For this group, use of a talent development approach focusing on strengths, interests, and learning style preferences was found to enhance all participants' understanding of mathematics and to provide opportunities for the further development of their abilities, especially their music potential.

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This mixed methods study employed comparative, case‐study methodology to explore influences affecting the development of musical interests and achievements in eight female and eight male young adults with Williams Syndrome. Components of the “Schoolwide Enrichment Model” (Renzulli & Reis, 1997b) were used to guide the study. Caregivers completed telephone interviews and checklists from their homes and participants completed a range of interviews and questionnaires while attending a 10‐day, music, talent development program. Results indicated influences, identified through the ecological model, constructivism and behaviourism that influenced the development of supportive, inclusive school communities that may have affected the development of the participants and their musical potential.

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