The Adjustment of Gifted Children in Special Classes

Psychosocial development in intellectually gifted children.

“…These children are, of course, indeed different, at least intellectually, and they are perceived that way by themselves (Janos, Fung, & Robinson, in press), their parents (Freeman, 1979), and their peers. There is strong evidence from the ratings of parents and teachers, however, that, in general, the peer relations of intellectually gifted children are satisfactory, although not necessarily superior to those of children not identified as gifted (Barbe, 1964;Bracken, 1970;Lehman & Erdwins, 1981). In the Janos (1983) study, for example, both parents and teachers rated a sample of 79 intellectually gifted children as being well within the normative range on the social skills scale of the Personality Inventory for Children (Wirt, Lachar, Klinedinst, & Seat, 1977).…”