The Curriculum Model for Inclusion Schools for Gifted and Talented Based on Psychosocial and Emotional Intelligence Abilities

Abstract

This article proposes an inclusive school curriculum model that is able to identify intelligence and talent, social-emotional problems, and student learning disabilities through a school-based psycho-social approach and the development of an emotional intelligence training program to develop the emotional abilities of gifted and gifted students. The literature study found that psychosocial and high emotional intelligence abilities correlated with improved achievement of gifted and talented students. Implications for the development of a school-based psycho-social curriculum and emotional intelligence abilities so gifted and talented students can achieve their learning success. Keywords—gifted and talent students; psychosocial development; curriculum; emotional intelligence; psychoeducation intervention; inclusive schools