Educational Access and Instructional Support in Homeschooling for Students with High Potential: An Integrative Review and the Differentiated Access and Support Framework

This integrative review synthesizes empirical and theoretical literature to develop the Differentiated Access and Support Framework (DASF) for homeschooling students with high potential. Searches covering 2000-2026 identified 80 unique ERIC records, supplemented by targeted searches. DASF combines access to usable, appropriate educational opportunities with guidance responsive to learner needs, yielding four conceptual configurations rather than empirically established learner groups. A separate numerical illustration uses hypothetical parameters and does not establish educational effects. The framework guides research questions and measurement development. Its explanatory value and implications for educational practice and policy require empirical evaluation.