US-China Education Review A, Nov.-Dec. 2022, Vol. 12, No. 6, 231-237 doi: 10.17265/2161-623X/2022.06.003 Special Education for Gifted Children Julia Koifman Beit Ekshtein High School, Israel Atlantic International University, USA Experiments conducted in many countries have convincingly shown how difficult it is to rebuild the education system, change the teacher’s attitude toward a gifted child, and remove barriers blocking his talents. Teacher training programs need to contain more material about giftedness, and new teachers must learn how to teach very talented students. Still, they often are not aware of possible learning disabilities they might have. Teachers and parents of gifted children should monitor their giftedness and teach them to keep their strength, work on their weaknesses, and overcome difficulties. In this way, they may succeed and even become recognized worldwide, like Mozart, Picasso, Einstein, and others. This research examines teaching methods and particular strategies deemed appropriate for gifted students and illustrates specific recommendations in the special education environment. It also deals with helping gifted children develop their personalities, create contacts with other people, and overcome learning difficulties, if any. Keywords: giftedness, neurodiversity, learning difficulties, socialization, special education Introduction Albert Einstein claimed: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”. Therefore, teachers who have at least one gifted student in the classroom must be aware of how to teach and support his curiosity and motivation, develop his strength, and prevent him from feeling stupid, misunderstood, and not accepted (Branson, 2017). Giftedness is a sort of neurodiversity as well as learning disabilities (LD) and special education needs (SEN). Unlike neurotypical children, gifted ones are distinguished by very high cognitive activity. Therefore, gifted kids are twice exceptional, each needing an individual approach. Some researchers claim that they have gifted learning disabilities (GLD) (Beckmann & Minnaert, 2018). Therefore, such students need different nurture and approach in school, and their teachers must be trained to teach them. Who and how should teach gifted kids? First, educators need appropriate professional development and “certifications in gifted education” (Vidergor, 2010, p. 37). Secondly, they must identify them and create an individual curriculum for each one. Early identification, monitoring, and appropriate teaching gifted children are crucial for improving the education system because they “… have exceptional abilities in any learning area” (Winebrenner, 2014, p. 1). Their curiosity and interest in something are the starting point in its development. Still, at the same time, other skills and abilities develop much slower than their peers, and they refuse to do some subjects “because it’s too hard” (Winebrenner, 2014, p. 2). Thirdly, teachers must differentiate methods within the class depending on students’ strengths and weaknesses. Julia Koifman, EFL Teacher at Beit Ekshtein High School, Israel; Ph.D. candidate at Atlantic International University, USA. DAVID PUBLISHING D