Gifted Education Practices | National Association for Gifted Children Separate studies conducted during the last few decades have demonstrated both the need for and the benefits of gifted education programs. Of special interest are the documented benefits that occur for all children when gifted education strategies and programs are extended to other students, as well. Simply stated . . . Why Gifted Programs are Needed Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school.
Why students in poverty are under-identified in gifted programs : aha! Process April 24, 2015 Published by Ruby Payne Conversations I have been a part of or overheard: “We would like to identify more minority and poor students, but they just don’t qualify. They do not meet our criteria.” “We did identify several minority and poor students, but they dropped out of the program within six weeks. We just cannot keep them in.” “We have worked so hard to get more high school students in the AP program; however, they simply will not participate. If you have heard these comments or made them yourself, you are not alone. There is a large misunderstanding between being gifted and being an achiever or having an advantaged background. What are these characteristics? Other identification mechanisms almost always use: There are basically four reasons why students do not stay in the program: So how do you address these three major issues? Extra work but not interesting work What will make work interesting for gifted students is work that requires more thought. Ruby K. Save
Jacob Javits Gifted & Talented Students Education Act | National Association for Gifted Children The Jacob Javits Gifted and Talented Students Education Act (Javits) was first passed by Congress in 1988 as part of the Elementary and Secondary Education Act and was most recently reauthorized through the Every Student Succeeds Act to support the development of talent in U.S. schools. The Javits Act, which is the only federal program dedicated specifically to gifted and talented students, does not fund local gifted education programs. Funding for Javits Program - Federal Fiscal Year 2019 (October 1, 2018–September 30, 2019) The Administration proposed cutting Javits for fiscal year 2019 (FY19). With the support of advocates, we were able to convince Congress to fund Javits. Congress voted to provide the Javits program $12 million for FY19, the same amount of funding received in 2018. In calendar year 2017, the U.S. In March 2019, the Administration proposed cutting Javits for federal fiscal year 2020 (FY20). NAGC released a statement opposing these cuts. Please be sure to call the U.S.
Self-Efficacy | The National Research Center on the Gifted and Talented (1990-2013) Click for an Introductory Video Clip (this clip requires about 60 seconds to load)..mpg This material was created for the Increasing Academic Achievement Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) at the University of Connecticut. The NRC/GT developed five intervention strategies, and this intervention on Self-Efficacy was one of them. This website contains background information and specific strategies that educators can use to increase their students’ self-efficacy. This self-efficacy material was developed by Dr. Click Here to Begin Learning About Self-Efficacy Principal InvestigatorsDel Siegle and Sally M. Study Design TeamDel Siegle, Sally M. Intervention Development TeamDel Siegle, Sally M. Study Implementation TeamDel Siegle, Sally M. The National Research Center on the Gifted and Talented Neag School of Education – University of Connecticut 2131 Hillside Road Unit 3007 Storrs, CT 06269-3007 © 2000 Del Siegle
Read About Best Practices in Supporting Gifted and Talented Students - Benchmark Education Storefront Characteristics of Gifted Learners Giftedness vs. High Achievement Schools are full of high achievers. These students typically have a positive attitude toward school and learning, pay attention in class, have the right answers when called upon, complete work quickly and neatly, and get along well with others. Many teachers misinterpret these behaviors for giftedness. The following chart, adapted from Challenge, Modern Curriculum Press (1989), further explores the difference between a “bright child” and a gifted learner: Your school or district may provide other specific checklists for nominating gifted and talented students as well. Identifying Kindergarten Students School districts across the United States often identify students for gifted and talented programs as early as fall semester in kindergarten. Effective Instructional Practices Gifted students can be effectively grouped in at least two ways, each serving a different purpose: High-Level Questioning Level 1: Knowledge Questions:
Gifted Challenges: Who is the gifted underachiever? Four types of underachievement in gifted children There is a pervasive myth that all gifted people are high achievers.But many are not. Most young gifted children are a ball of energy, full of life, curious, intense, and driven. Then reality sets in. They confront the limitations of school, peer pressure, others' expectations and their own fears, and some scale back their drive. Their intrinsic love of learning seems to vanish overnight. Underachievement may develop gradually, with less effort expended on homework, tests or projects. Gifted underachievers are a widely diverse group of children (and adults), whose behavior springs from multiple sources. Why are gifted underachievers so hard to identify? Although underachievement might seem obvious, gifted underachievers may remain hidden. Researchers also have struggled to agree upon a clear definition of gifted underachievement. Despite these theoretical and practical difficulties, researchers have settled upon the following criteria for defining underachievement: 1. 1. 2. 3. 4.
Self-Efficacy | The National Research Center on the Gifted and Talented (1990-2013) Click for an Introductory Video Clip (this clip requires about 60 seconds to load)..mpg This material was created for the Increasing Academic Achievement Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) at the University of Connecticut. The NRC/GT developed five intervention strategies, and this intervention on Self-Efficacy was one of them. Throughout this website we will alternate between “he” and “she” when referring to a student to avoid gender inequity. This website contains background information and specific strategies that educators can use to increase their students’ self-efficacy. This self-efficacy material was developed by Dr. Click Here to Begin Learning About Self-Efficacy Principal InvestigatorsDel Siegle and Sally M. Study Design TeamDel Siegle, Sally M. Intervention Development TeamDel Siegle, Sally M. Study Implementation TeamDel Siegle, Sally M. © 2000 Del Siegle
How to help your underachieving gifted child Any child who struggles in school is a challenge and a heartbreak for parents. But when gifted children veer off course, it can be especially troubling. We know what they are capable of, yet watch helplessly as they squander their talents and potential. Understand why your child is underachieving Underachievement springs from a variety of sources. You can't solve the problem without understanding its cause. In other words, what role does the school play in either unwittingly encouraging - or hopefully correcting - the problem of underachievement among gifted students? If you want to explore how to address - or prevent - school-based underachievement, consider the following: 1. Gifted underachievement can be overt or masked. Recognizing how your child's underachievement is manifest within the school is a first step toward identifying where to address the problem. 2. The school milieu imposes certain demands that influence each child's reaction to learning. When students value the goals of school,
Twice Exceptional Children (2e) Federal Definition of "Giftedness" The US government defines "Gifted & Talented" students as those..."who give evidence of high achievement capability in areas such 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." 20 U.S.C. Section 7801(22). (Wrightslaw: No Child Left Behind, Title IX, Part A, (22). p. 526) Twice-exceptional children are gifted children of above average abilities who have special educational needs - AD/HD, learning disabilities, Asperger Syndrome, etc. This page includes articles, resources, book recommendations, free publications, and a short list of information and support groups about twice exceptional children. Prohibition Against Disability-Based Discrimination "The IDEA is silent regarding “twice exceptional” or “gifted” students. Gifted by State. Articles How Can I Fight for a Gifted Child? Resources New!
Gifted Challenges: What causes gifted underachievement? Why does your gifted child struggle in school? Your child, once curious, energetic, overjoyed to learn, now has little interest in academics. As a parent, you stand by helplessly, saddened as you watch the spark disappear. Gifted underachievers vary in how they display their underachievement. Yet not every gifted child underachieves. Then, why? So, then why do some gifted students lose interest and underachieve when others stay focused? 1. 2. 3. 4. 5. A perfect storm: Middle school Although some gifted children lose interest in academics early on, most underachieving gifted students don't start to disengage from learning until middle school and high school. Understanding must inform intervention In order to address the roadblocks that can derail gifted students' performance, a thorough understanding of the possible reasons for underachievement is essential. References: Baker, J., Bridger, R., & Evans, K. (1998). Clasen, D., & Clasen, R. (1995). Delisle, J. & Galbraith, J. (2002).
Uniquely Gifted - Resources for Gifted/Special Needs Children Twice Exceptional Children (2e) - Wrightslaw Federal Definition of "Giftedness" The US government defines "Gifted & Talented" students as those..."who give evidence of high achievement capability in areas such 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." 20 U.S.C. Section 7801(22). Twice-exceptional children are gifted children of above average abilities who have special educational needs - AD/HD, learning disabilities, Asperger Syndrome, etc. This page includes articles, resources, book recommendations, free publications, and a short list of information and support groups about twice exceptional children. Some schools and school districts have refused to allow qualified students with disabilities to participate in accelerated or gifted and talented programs and have required these students to give up the services designed to meet their individual needs. Articles
NSGT - Differentiating Learning for Gifted Students The Puzzle of Differentiating Learning for Gifted Students by Barbara Swicord, Ed.D. President, Summer Institute for the Gifted Differentiation is a term that is widely used in educational circles these days. There has been a noticeable increase in recent years in staff development offerings on differentiation strategies; schools’ goals and missions often use this concept in their statements; a great variety of educational literature addresses this topic. First, how do we define gifted students? As with all students, the programming of instruction for gifted students should match the identified needs of students and may take many forms. Learning opportunities must provide a flexible program prototype to respond to the varying needs, abilities and interests of students if they are going to be sufficiently individualized and rigorous. There are several curriculum models in the field of gifted education. Differentiation is not a puzzle that is too hard to solve. References Borland, J. U.