|
Talent identification and development for students with special needs: a narrative review
|
Alireza Mohseni *1    , Ahmad Abedi2 |
1- Faculty of Educational Sciences and Psychology, University of Isfahan, Iran
2- Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Iran |
|
|
Abstract: (313 Views) |
Background and Purpose: Students with special needs require specialized education and supportive services to unlock their full potential. However, traditional educational approaches have primarily focused on their deficits and challenges rather than identifying and nurturing their potential talents. This study aims to examine and analyze talent identification and development scientific framework for students with special needs.
Method: This study is a narrative review that explores the scientific framework on talent identification and development in students with special needs. A comprehensive search of academic databases, including Google Scholar, Elsevier, PubMed, Scopus, and the Scientific Information Database (SID), was conducted using relevant keywords. The search strategy incorporated Boolean operators and a time restriction for articles published between 2005 and 2025. Articles were selected based on rigorous inclusion and exclusion criteria, including publication in reputable scientific journals, direct relevance to the research topic, and the use of quantitative, qualitative, mixed-methods, or review methodologies. To enhance the accuracy and validity of the analysis, the PRISMA framework was employed for study identification, screening, and selection. The data obtained from the selected articles were categorized based on the principles of narrative review analysis to extract scientific framework in the field of talent identification and development.
Results: The research findings indicate that a strengths-based approach, grounded in the concepts of neurodiversity and twice exceptionality, identifies and enhances the often-overlooked capacities of individuals with special needs. This approach has proven effective in promoting their cognitive development, social skills, psychological well-being, and overall quality of life. Theoretical models such as those proposed by Boonenks, Horn, Cooper et al., and Subotnik et al. have also enriched this field of study.
Conclusion: The findings of this study highlight the need for a shift in educational perspectives and policy-making concerning students with special needs. Future research should focus on developing and implementing strength-based talent identification and educational programs. |
Article number: 2 |
| Keywords: Special education, talent, positive psychology, narrative review |
|
|
Full-Text [PDF 1549 kb]
(381 Downloads)
|
Type of Study: Review |
Subject:
Special
Received: 2025/04/26 | Accepted: 2025/09/14 | Published: 2025/10/4
|
|
|
|
|
|
|
| Send email to the article author |
|
|
|
| Add your comments about this article |
|
|
|
