A Free Handbook on Giftedness (in Dutch): What Can Professionals Take Away from It?

Recently, the freely downloadable Basisboek HB voor po en vo [Basic Handbook on Giftedness for Primary and Secondary Education] was published, an extensive resource on giftedness in primary and secondary education (Van Gerven et al., 2025). The book brings together contributions from multiple authors and aims to provide a broad overview of identification, guidance, educational adaptations, and policy for cognitively strong learners.

It may also be the kind of book that is perfect for the summer: not necessarily to read cover to cover in a linear way, but to browse through, select chapters that connect to your own practice, watch the accompanying videos, and gather new ideas for the upcoming school year.

A New Free Handbook on Giftedness in Primary and Secondary Education

My first impression? The book clearly aims to be comprehensive. It contains a vast amount of information, references to podcasts, text boxes, reflection questions, exercises, case vignettes, and additional resources. For some readers, that richness will be a major strength: there is an enormous amount to explore, and the book offers many different perspectives, approaches, and practical materials to work with.

What I appreciate is that the book genuinely tries to bridge theory and practice. It does not remain stuck in abstract models, but connects many insights to concrete examples, classroom cases, and practical applications. The inclusion of exercises and reflection moments can also be particularly valuable for schools that want to reflect on giftedness as a team.

At the same time, it also raises the question for me of how much information education professionals today can realistically process. Some chapters read very fluently and clearly, while others feel much more academic, with numerous references and extensive side discussions. As a result, the book asks quite a lot from its readers. At times, you can really sense how difficult it is to be both fully comprehensive and highly accessible at the same time.

Perhaps that also reflects a tension many professionals will recognize: when a publication tries to include as many perspectives, tools, and voices as possible, the overall picture inevitably becomes more complex. For some readers, that richness is enriching; for others, it may feel overwhelming. Teachers who are primarily looking for clear, practical guidance for everyday classroom situations may sometimes find themselves getting lost in the sheer volume of information.

Where This Book Truly Adds Value

That does not take away from the fact that the book contains many valuable insights. Personally, I found the chapter Van kenmerken naar kansen [From Characteristics to Opportunities] particularly strong. The vision presented there closely aligns with how we approach identification and guidance within Hoogbloeier®. We start from cognitive learning characteristics to recognize giftedness, but we also use those same characteristics as a foundation for shaping educational adaptations — not from labels, but from educational needs.

For example, a student who learns quickly may need shortened instruction or curriculum compacting. A student who craves complexity may benefit from enrichment, transfer tasks, or open-ended problem solving. At the same time, non-cognitive factors remain equally important: a highly sensitive child may need a quiet workspace or noise-canceling headphones.

Educational needs therefore always emerge through the interaction between the student and the environment. I appreciate that this chapter manages to preserve exactly that nuance.

I also appreciated that the book makes room for nuance and deliberately avoids simplistic stereotypes about giftedness. It acknowledges the diversity within this group of students and makes clear that there is no single profile or one-size-fits-all approach. That aligns well with the broader evolution we are currently seeing in both education and healthcare: moving away from rigid categories and toward greater attention for dynamics, individual needs, and alignment.

In addition, I value the fact that the book includes Flemish references and sources, which makes it more broadly applicable for readers outside the Netherlands. At the same time, the language, educational system, and terminology remain strongly Dutch-oriented, which may occasionally require an extra layer of translation or interpretation for Flemish readers.

Between Comprehensiveness and Readability

What also stood out to me was the significant variation in writing style between the different chapters. That is, of course, understandable in a multi-author volume, but it does make the reading experience somewhat uneven at times. Some chapters are highly accessible and immediately applicable in practice, while others feel more academic or theoretical in nature.

Personally, I sometimes felt that certain sections could become even stronger with more focus and simplicity. Not because the content lacks value, but because clarity often helps insights find their way into practice more effectively and more quickly.

This is probably not the kind of book most people will read cover to cover in one sitting. It is simply too extensive and densely packed for that. But perhaps that is also where its strength lies: as a reference work — a book to browse through selectively, choose chapters from, and return to for inspiration on specific themes.

For schools, student support coordinators, enrichment teachers, and professionals who want to deepen their understanding of giftedness, the book undoubtedly contains many valuable insights and practical starting points. Perhaps it does not need to be read in a perfectly linear way, but can instead function as a rich source of inspiration from which readers take what best fits their own context and educational practice.

What is definitely also worth exploring, alongside the book itself, is the accompanying website. It contains a wide range of additional materials, including videos, assignments, tools, in-depth information, and practical resources that make the book even more useful for education professionals. It is precisely this combination of the book and the online support materials that makes the project especially rich and ambitious.

Anyone who would like to explore it themselves can download the book for free via the authors’ website. A printed edition is also available: Basisboek HB voor po en vo.

References

• van Gerven, E., Zonneveld, R., Oosterveen, N. Dekkers, A., & den Boer, Y. (2025). Basisboek (Hoog)begaafdheid voor po en vo. Kansrijk onderwijs vanuit een inclusieve gedachte voor leerlingen met kenmerken van (hoog)begaafdheid. Kenniscentrum Hoogbegaafdheid.

Copyright © 2026 Dr. Sabine Sypré – All rights reserved. No part of this article may be reproduced in any form or by any means, whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the author. Sharing online is permitted provided the author is credited and a link to this article is included.