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

DOI

10.2991/ices-18.2019.23How to use a DOI?

Keywords

gifted and talent students; psychosocial development; curriculum; emotional intelligence; psychoeducation intervention; inclusive schools

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.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Iqbal Fahri
AU  - Achmad Hufad
AU  - Didi Tarsidi
AU  - Imas Diana Aprilia
PY  - 2019/07
DA  - 2019/07
TI  - The Curriculum Model for Inclusion Schools for Gifted and Talented Based on Psychosocial and Emotional Intelligence Abilities
BT  - Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)
PB  - Atlantis Press
SP  - 95
EP  - 97
SN  - 2352-5398
UR  - https://doi.org/10.2991/ices-18.2019.23
DO  - 10.2991/ices-18.2019.23
ID  - Fahri2019/07
ER  -