The IGC, Research Center for The Highly-Profoundly Gifted, 1999

Profound giftedness is significantly advanced cognitive abilities and development, as compared to those of peers in the chronological age group, experienced through heightened sensitivity, intensity, and awareness identifiable through social, emotional, physical, cognitive, and/or altruistic behaviors, developmental milestones, and life experiences across the lifespan. This intuitive, and often asynchronous, human development is at high risk of misunderstanding, misidentification, and misdiagnosis (the 3Ms), and requires support and scaffolding from like-minded peers, mentors, and practitioners to meet the profoundly gifted individual’s exceptionally unique educational and developmental needs, and to provide fitting opportunities for positive growth and well-being (IGC, Research Center for the highly- profoundly gifted, based on the works of Terman, Hollingworth, Columbus Group, Clark, Gross, Dabrowski & Piechowski, Webb, et al.)􏰁􏰆􏰊 􏰪􏰂􏰞􏰚􏰏􏰂􏰔 􏰶􏰕 􏰘􏰥􏰮􏰥􏰮􏰙 􏰜􏰈􏰷 􏰕􏰂􏰃 􏰇􏰄􏰀􏰁􏰂􏰃􏰄􏰅􏰆􏰇 􏰉􏰅􏰅􏰊 􏰋􏰌􏰍 

Citation: Wood VR, Laycraft KC (2020) How Can We Better Understand, Identify, and Support Highly Gifted and Profoundly Gifted Students? A Literature Review of the Psychological Development of Highly-Profoundly Gifted Individuals and Overexcitabilities. Ann Cogn Sci 4(1):143-165􏰎􏰃􏰏􏰐􏰑􏰃􏰒 􏰓􏰀 􏰔􏰕􏰖􏰕􏰖􏰗 􏰘􏰅􏰙 􏰀􏰃􏰆 􏰉􏰚 􏰛􏰚􏰜􏰚􏰑 􏰝􏰆􏰊􏰚􏰑􏰞􏰂􏰃􏰆􏰊􏰍 􏰟􏰊􏰚􏰆􏰄􏰠􏰏􏰍 􏰃􏰆􏰊 􏰡􏰢􏰣􏰣􏰅􏰑􏰂 􏰘􏰁􏰤􏰥􏰦􏰏 􏰧􏰁􏰒􏰚􏰊 􏰃􏰆􏰊 􏰨􏰑􏰅􏰠􏰅􏰢􏰆􏰊􏰦􏰏 􏰧􏰁􏰒􏰚􏰊 􏰡􏰂􏰢􏰊􏰚􏰆􏰂􏰞􏰩 􏰪 􏰎􏰁􏰂􏰚􏰑􏰃􏰂􏰢􏰑􏰚 􏰌􏰚􏰫􏰁􏰚􏰙 􏰅􏰠 􏰂􏰥􏰚 􏰨􏰞􏰏􏰐􏰥􏰅􏰦􏰅􏰤􏰁􏰐􏰃􏰦 􏰬􏰚􏰫􏰚􏰦􏰅􏰣􏰭􏰚􏰆􏰂 􏰅􏰠 􏰘􏰁􏰤􏰥􏰦􏰏􏰮􏰨􏰑􏰅􏰠􏰅􏰢􏰆􏰊􏰦􏰏 􏰧􏰁􏰒􏰚􏰊 􏰟􏰆􏰊􏰁􏰫􏰁􏰊􏰢􏰃􏰦􏰞 􏰃􏰆􏰊 􏰯􏰫􏰚􏰑􏰚􏰰􏰐􏰁􏰂􏰃􏰱􏰁􏰦􏰁􏰄􏰚􏰞􏰲 􏰪􏰆􏰆 􏰀􏰅􏰤􏰆 􏰡􏰐􏰁 􏰳􏰔􏰴􏰗􏰇􏰴􏰳􏰵􏰮􏰴􏰶􏰷

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