The Development Of Gifted Education

This paper will address the special needs involved with teaching the gifted. First it will identify exactly who is considered gifted and the process of evaluating and creating a plan to meet these children’s educational needs. Then it will address the methods that need to be put in place to teach gifted children in the classroom. Some of these things include dealing with underachieving gifted students and the area of twice exceptional students. It will cover the problem with properly accessing children of all ethnic backgrounds and how alternate methods of testing should be employed. It will deal with cultural acceptance of girls in gifted programs. It will also consider developing stem programs and enlisting corporate support for such programs to support the gifted child.

Brice, A. E., Shaunessy, E., Hughes, C., McHatton, P. A., & Ratliff, M. A. (2008). What Language Discourse Tells Us About Bilingual Adolescents: A Study of Students in Gifted Programs and Students in General Education Programs. Journal For The Education Of The Gifted, 32(1), 7-33.

2 & 3. Use the most current versions of standardized tests that are going to be used to make a decision about admission into a gifted program and that norms are up-to-date and a good representation of

In this essay I will critically discuss the ethical considerations which are to be taken into consideration when children and young people are involved in research as

“Known as the “Child Study” movement, the scientific study of child development carried profound consequences for the experience of childhood. It identified a series of sharply differentiated developmental stages, each with its own distinctive characteristics and psychology” (p 188).

I found it interesting 50% of public schools are rural. We are a city school district, yet we are considered a rural district in the Mooresville Graded School District. According to our reading in Colangelo’s Handbook of Gifted Education rural schools have many benefits for students including smaller class size, lower dropout rates and more community support. I believe when you have smaller school districts and schools you have more contact with your students and you are able to individualize and accommodate more when dealing with your students.

Reality is what you can comprehend around you and is different for each individual. The “social construction of reality” is a theory about how our “reality” or individuality is shaped by our interactions with the surroundings we live in, which is the society. In other words, how you are raised and the experiences you have along the way help to shape how we recognize the outside world. The society and culture we live in teach us this “reality” at a young age through schools, media outlets like television, and even through our own families.

It comes as no surprise that our gifted and talented education program is growing in the United States as we are recognizing more students who need a higher level of academic content than the grade level they currently reside. According to a policy brief compiled by Rachana Bhatt (2011); the percent of students in the United States in the gifted and talented (G&T) education program has grown from 6.3% in 2000 to 6.7% in 2006 (A Review of Gifted and Talented Education in the United States, 2011). What seems to be lacking however, is the array of diversity found in our general education classrooms into our G&T programs. Within a nation that strives to provide an

National Association for Gifted Children's main goal is to bolster the individuals who advance the development and improvement of skilled and capable children through training, examining and assembling groups. The association helps families, K-12 training experts and individuals from the exploration and advanced education groups who work to help skilled and capable children as they expect to accomplish their best and be contributing individuals from their groups. The Association attempts to accomplish the vision where skill and high potential are completely perceived, esteemed, and effectively sustained to bolster children

As professionals in the field of gifted education, it is our responsibility to educate the whole child in a balanced and appropriate manner so that our students are able not only to identify their unique gifts and talents but also to utilize them to reach their full potential without losing themselves in the

I really do agree with you that students with a disability can teach everyone around them. They have a unique viewpoint on the world and often times, they are among the strongest people around us. Also, I agree the that students who are gifted can have a hard time communicating with their fellow peers. Many programs in schools do not have enough resources to have a sophisticated gifted program. Through my primary school, the gifted program's teacher was only able to meet with the students once a week for an hour or so. I wish there was more time for the students to meet as many of them were able to communicate with each other about higher-level topics. Often times, I notice that younger students who talk about issues that their peers don't

The United States Congress has slightly altered the definition of giftedness presented in 1972, mainly to remedy the problem that talent was being too narrowly defined, but even in recent revisions the first five characteristics listed in the Marland Report remain almost exactly the same, the only one that has been removed is the sixth: psychomotor ability. This last characteristic was removed from the list because officials felt that school athletic programs could meet students’ needs in that specific area and that gifted and talented programs should be instituted to help develop skills and capabilities which are not being satisfactorily provided by a school’s standard curriculum and programs (Eby and Smutny, 1990, p. 5). Defining these five or six areas as the guidelines for evaluating talent is not problematic. What is troublesome is that most gifted and talent program admissions are based on a high stakes type of IQ test, rather than any combination of the characteristics decided by US officials to define talent (Shore, Cornell, Robinson, and Ward, 1991, p. 42).

The major focus of this literature was around the current ways that schools identify students who are gifted and how sometimes these identifying techniques are less than satisfactory.

Today’s society is governed by one simple mantra: we all have our gifts. While this is a relatively vague saying, there is one concrete definition of giftedness that is seemingly undeniable, and that is the intellectual giftedness of young children. As elucidated by the Federal Government, “the term ‘gifted and talented,” when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities” (Title IX, Part A, Definition 22). At first glance, this definition

According to the National Association for Gifted Children (NAGC, 2009), a misconception is gifted learners are able to succeed on their own, and the truth is gifted learners need to be challenged to learn something new each day. In a “Tale of Two Principals,” Weber, Colarulli-Daniels, and Leinhauser (2003) determined research on the topic of principal leadership characteristics and practices in gifted education is neither extensive nor current. The National Association for Secondary School Principals (NASSP, 1998) published a special issue introducing gifted education research and theory to its readers and instructional leaders of schools. During this special edition, the administrative journal acknowledged principals’ authority to positively