DID YOU KNOW…

• THAT GIFTED AND TALENTED PROGRAMS ARE UNDER SPECIAL EDUCATION?

• THAT THE IDEA OF GIFTED EDUCATION HAS DRIFTED IN AND OUT OF VOGUE IN

AMERICAN SCHOOLS?

• THERE IS AN UNDERREPRESENTATION OF MINORITY STUDENTS IN GIFTED AND

TALENTED PROGRAMS?

FOCUS

IDENTIFYING & RETAINING GIFTED STUDENTS

WHAT DOES “GIFTED” MEAN?

RESOURCES AND TEACHER READINESS

WHY IS GIFTED EDUCATION IMPORTANT?WHAT IS AT STAKE?

Gender & ethnic

underrepresentation

Underachievement

Limited

resources

HISTORY OF GIFTED EDUCATION

• GIFTED EDUCATION BEGAN IN CITIES (VAN TASSEL, P. 19)

• SPECIAL SCHOOLS EXCLUSIVELY FOR THE GIFTED WERE ESTABLISHED. TYPICALLY IN BIG CITIES

• THE IDEA OF GIFTED EDUCATION HAS DRIFTED IN AND OUT OF VOGUE IN AMERICAN SCHOOLS

• FEBRUARY 6 TO 8, 1958, APPROXIMATELY 200 EDUCATORS WERE INVITED TO NEW YORK CITY IN HOPES

OF DISCUSSING THE EDUCATION OF ACADEMICALLY TALENTED STUDENTS

HOW DOES IT IMPACT EDUCATION?

• UNDERACHIEVEMENT

• ACCELERATION EFFECTS

• UNDERREPRESENTATION OF MINORITY STUDENTS

• EFFECTS OF BEING LABELED “GIFTED”

Placement, recruitment,

and retention

Current

Dilemmas

& ConcernsMotivation

Public

Opinion

Underachievement

The

variability

and

diversity of

gifts &

talents

Underrepresentation

of minority students

Resources

/funding

POLICIES/PRACTICES USED TO ADDRESS

RENZULLI’S THREE RING CONCEPTION OF GIFTEDNESS

GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

GAGNE’S DIFFERENTIATED MODEL OF GIFTEDNESS AND TALENT

POLICIES/PRACTICES USED TO ADDRESS

• PRACTICE OF ACCELERATION

• TEACHER TRAINING

• GUIDANCE: COMPREHENSIVE, ONGOING, AND INVOLVE THE SETTING OF REALISTIC &

ATTAINABLE GOALS

MY RECOMMENDATION

IN CONCLUSION…

SPECIAL EDUCATION, SPECIFICALLY GIFTED EDUCATION IS NOT A

NEW ISSUE

STUDENTS WHO ARE NOT BEING CHALLENGED AND LOSING INTEREST IN SCHOOL DESERVE MORE!

THE LACK OF RESOURCES FOR GIFTED EDUCATION SHOW THAT THIS IS A

UNDERREPRESENTED/THOUGHT ABOUT GROUP OF STUDENTS.

GENDER AND ETHNIC MISREPRESENTATIONS

SOCIAL EMOTIONAL WELL-BEING OF STUDENTS IS IMPORTANT

WHAT MORE MUST BE ACCOMPLISHED?

Further

research

Teacher

education &

training

Recognition

&

awareness

REFERENCES• BAKER, A. (2013). A SYSTEM DIVIDED: GIFTED, TALENTED AND SEPARATED. RETRIEVED FROM HTTP://WWW.NYTIMES.COM/2013/01/13/EDUCATION/IN-ONE-SCHOOL-

STUDENTS-ARE-DIVIDED-BY-GIFTED-LABEL-AND-RACE.HTML?PAGEWANTED=ALL&_R=1&

• DANIELS, V. I. (1998). MINORITY STUDENTS IN GIFTED AND SPECIAL EDUCATION PROGRAMS: THE CASE FOR EDUCATIONAL EQUITY. JOURNAL OF SPECIAL

EDUCATION, 32(1), 41.

• JOLLY, J. L. (2014). HISTORICAL PERSPECTIVES. GIFTED CHILD TODAY, 37(2), 119. DOI:10.1177/1076217514520631

• NATIONAL ASSOCIATION FOR GIFTED CHILDREN | SUPPORTING THE NEEDS OF HIGH POTENTIAL LEARNERS. RETRIEVED OCTOBER 2014, FROM HTTP://WWW.NAGC.ORG/

• PAGE, A. (2006). THREE MODELS FOR UNDERSTANDING GIFTED EDUCATION. KAIRARANGA, 7(2), 11-15.

• REIS, S. (N.D.). MAJOR TURNING POINTS IN GIFTED EDUCATION IN THE 20TH CENTURY. RETRIEVED OCTOBER 24, 2014, FROM

HTTP://WWW.GIFTED.UCONN.EDU/GENERAL/FACULTY/REIS/MAJOR_TURNING_POINTS.HTML

• SNYDER, K. E., BARGER, M. M., WORMINGTON, S. V., SCHWARTZ-BLOOM, R., & LINNENBRINK-GARCIA, L. (2013). IDENTIFICATION AS GIFTED AND IMPLICIT BELIEFS ABOUT

INTELLIGENCE: AN EXAMINATION OF POTENTIAL MODERATORS. JOURNAL OF ADVANCED ACADEMICS, 24(4), 242-258.

• VAN TASSEL-BASKA, J. (2010). THE HISTORY OF URBAN GIFTED EDUCATION. GIFTED CHILD TODAY, 33(4), 18.