Students from Latinx families are underrepresented by 30 percent. Students from Native American families are underrepresented by 13 percent. Students with disabilities and those who are still learning English are underrepresented by 75 percent. Identifying Gifted Students In the United States, district administrators generally determine the policies and procedures for identifying gifted students.
Types of Gifted Programs Schools and districts can serve gifted students through multiple types of programs and practices: Accommodation in a regular classroom. Students who have been identified as gifted can receive differentiated curriculum and instruction. Full-time grouping with students of advanced abilities. This could include instruction at a magnet school or a school for performing arts. Part-time assignment to special classes.
This might include advanced classes or pullout programs that take gifted students out of class for a designated period each week so that they can receive enriched instruction with other gifted students. Accelerated instruction. Options in this category include early entrance to a grade level, grade skipping, and dual-credit courses. An example of a dual credit course is one that allows high school students to enroll in a college-level course and receive credit for both college and high school.
The Effects of Underrepresentation Gifted programs foster higher-level thinking, allow for greater expression, and provide a variety of learning experiences to challenge students. Strategies for Promoting Equity in Gifted Education Educators who want to promote equity in gifted education can focus on several approaches: Using multiple assessment tools. Giftedness can be specific to certain interests or learning categories, and diverse students have different aptitudes and learning styles.
NAGC gathers information about the amount of funding states spend for gifted education, although it is not possible to know the amount districts are spending from local funds. Not all states spend money for gifted and talented education.
Among those that do, not all designate funds based on numbers of gifted students but instead use a range of funding formulas and implementation procedures that do not always result in an equitable distribution of funds. In states without state funds for gifted students, education for gifted and talented students can continue only in communities that can provide the services without state or federal help.
Although the admissions requirements vary, these high schools are typically residential schools for juniors and seniors from within the state; most of the schools are located on university campuses.
The state department of education is one of the best places to start for seeking state-specific information related to gifted education. In most cases, they will be the repository for education laws and policies and they may also have lists of public and private schools that serve gifted students as well as designated personnel and website information specifically for gifted education.
In addition, many states have organizations affiliated with NAGC that work on state-specific initiatives and training. NAGC Gifted by State provides information and link to state departments of education, your state association if one exists , and data about your state funding and services.
There may be other resources available to you in your local region. They both highlight the missed opportunities to identify and serve gifted students in the U. Published in , A Nation Deceived reported on the advantages of acceleration for gifted children, which illustrated America's inability to properly meet the needs of its most able students despite the overwhelming research supporting acceleration practices in schools.
For decades, myths related to gifted education have had detrimental effects on providing quality instruction for our nation's high-ability learners. These myths have affected every facet of the field, and in turn have distorted the perception of not only what gifted students need in the classroom but also what they can offer the nation now and into the future. NAGC has compiled a list of the most prevalent myths in gifted education, complete with supporting links with evidence explaining why the myth is untrue.
Information contained on subsequent pages provides you with the arguments and facts needed to rebut, and hopefully dispel, these myths. View Myths In Gifted Education. Skip to main content. This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
Not a Member? Search form Search our Site. Facebook Pixel. About NAGC. Learn More. Read Now. Print This. Frequently Asked Questions about Gifted Education. Still, it's hard to resist scrutinizing your child for signs of greatness. Those "signs" in the first paragraph, by the way? Not one guarantees an intellectual giant. The growing fascination with giftedness is part natural impulse to see our offspring as special, part wanting to be sure a child's needs are met and maybe a bit of hoping for a competitive edge in the increasingly cutthroat school-admission process -- or bragging rights.
True giftedness may be as rare as Einsteins and Mozarts, but the good news is that there's loads you can do to help your child reach her full potential.
Even better: Whether young children are truly advanced or happily average where they have lots of company , in the early years they need pretty much the same things. To raise a happy, emotionally healthy kid, follow these five steps to success:.
There's plenty of wishful thinking about giftedness because there's no standard definition of it. Broadly speaking, a gifted child has special abilities in a particular area.
The five main ones outlined in a popular U. Department of Education report are intellectual, academic, creative, artistic and leadership, none of which is normally associated with the performance of babies and toddlers.
Many parents of kids under 5 look to IQ tests for a number that will "prove" their child's ability. In truth, IQ testing doesn't tell you much before the school years and even then is generally considered unreliable. Because "giftedness" is typically concentrated in one area and doesn't refer to overall intelligence, the focus of an IQ test.
If you're going to use it for academic placement -- as many schools do, among numerous other factors -- testing between ages 4 and 9 is optimal. In the first three years of life, all children need to feel a sense of security and attachment. Being held, being loved and having one's basic needs met are all critical for future learning. The growing brain next needs stimulation in order to change and develop. One thing it loves: novelty. Every time your baby is exposed to new toys, words, sounds, textures, tastes, smells, faces and places, she's learning.
You don't have to work overtime to make this happen; everything in everyday life is new to a baby. By late infancy and toddlerhood, some kids do dart way ahead on milestone charts, and some don't.
Whether your kid does or doesn't, experts say, all babies, toddlers and preschoolers will thrive as long as they are:. What even chart-busting toddlers and preschoolers don't need are special "gifted" programs or learning tools such as flash cards, educational DVDs or brain-building computer games. There's no evidence that this "edu-tainment" does anything to boost children's intellectual ability. Most educators believe that kids don't benefit from academically oriented preschools, either.
Far more important is having opportunities to explore without constraint -- and teachers and parents who know how to keep learning fun. Neuroscience research confirms that pleasure is what makes our brains want to repeat and remember an activity, and it's that kind of natural repetition that fuels learning. This helps explain why play is everything to young children.
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