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This chapter presents a definition of the gifted/talented individual, a model of giftedness, and provides examples of student characteristics in specific areas of giftedness to help in identification of gifted children. Many authors have described characteristics of gifted and talented students, some in general terms across several domains, whereas others have described them for specific areas cited in the federal and state definitions. Because most school districts identify children for programs that are related to the definition, this chapter organizes the characteristics according to these specific areas. The term "gifted and talented," when used in respect to students, children or youth, means students, children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. This concept of capability or potential is addressed in Gagne's Differentiated Model of Giftedness and Talent, Gagne has proposed that "gifts," which are natural abilities, must be developed to become "talents," which emerge through the systematic learning, training, and practicing "of skills characteristic of a particular field of human activity or performance". The development of gifts into talents may be facilitated or hindered by two types of catalysts: intrapersonal and environmental. Many authors have described characteristics of gifted and talented students, some in general terms across several domains, whereas others have described them for specific areas cited in the federal and state definitions. Because most school districts identify children for programs that are related to the definition, this chapter organizes the characteristics according to these specific areas. Professionals who are primarily responsible for the identification process must remember that gifted and talented students must have an opportunity to perform. Students who are in classrooms where no differentiation is present are less likely to exhibit these characteristics. In addition, gifted and talented students will demonstrate many, but not all, of the characteristics that are listed in each area or may show potential or performance in only one area. It is important that professionals, parents, and others involved in the identification process look for these characteristics over a period of time and in a variety of situations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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A traditional identification procedure using primarily quantitative assessments is the most widely used approach in the United States. Implementation of this approach, however, is quite diverse and is influenced by federal and state definitions, standards-based practices, state rules and regulations, program characteristics, and implicit or explicit conceptions of giftedness. For the most part, educators who use traditional approaches believe that gifted students exist and form a distinct group, that they can be identified with technically adequate assessments, and that they need to be served to develop their gifts and talents. To implement this approach, all who are involved in the identification process need to receive professional development, including administrators, parents, special educators, and general educators. Without this development, the quality of the overall process is in jeopardy. Moreover, technically adequate assessments need to be selected to ensure adequate ceilings, alignment with-the program, and recognition of all groups, particularly those from special populations. Since traditional assessment approaches do not generally provide sufficient diagnostic information for programming, a diverse group of gifted students is often served within a common program. To meet each student's interests, abilities, and skills more effectively, teachers need to gather more information to tailor the curriculum to each student. Even when well implemented, the traditional approach presents challenges including under-representation of minority students and inability to consider the dynamic nature of giftedness. Therefore, decisions are made on what is assessed, what the student has acquired, rather than what the student might develop. Politically, the process raises important issues; however, even though traditional approaches have serious challenges, they do recognize that gifted and talented students exist. Without the recognition that some students have distinct characteristics, is there a need for professional development, for services, or for resource support? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Offers an overview of Response to Intervention (RtI) models and principles, a tiered approach to supports and services, and how gifted students and students with high potential who have not yet been formally identified might fit within different tiers of instruction. Tier 1 instruction generally includes a validated, evidence-based program that is used with all students. Students who show advanced progress with Tier 1 instruction receive collaborative interventions—Tier 2. Tier 3 instruction is for those students who need comprehensive interventions and most often involves referral to specialized services. The chapter also emphasizes the importance of early intervention to ensure that problems are prevented and strengths are not diminished. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)
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Informed standards are the foundation of quality teacher preparation programs. Standards define the destination, suggest routes, and provide landmarks to creating programs that graduate effective gifted education teachers who then positively influence our high-ability students. The Council for the Accreditation of Educator Preparation (CAEP) views the NAGC-CEC Teacher Preparation Standards in Gifted Education as the benchmark of excellence. This guidebook provides the map to using the NAGC-CEC standards to build an effective teacher preparation program, including information on providing quality clinical experiences and measuring the outcomes of those experiences. You will find information on how the 2006 and 2013 teacher preparation standards differ and the research base used in creating the standards. The guidebook was written by teacher educators who are among the best in the field of gifted education. There are two important new sections in this updated guide. One addresses creating partnerships with K-12 schools, parents, and the community at large. Gifted education is a collaborative effort, and providers need to be strategic in sharing the value of and the specifics of effective gifted education strategies. The other new section discusses how to work with our general education colleagues to incorporate gifted education into general education teacher preparation courses. This is crucially important considering the general education teacher is typically the gateway to gifted education assessments and services or, in many cases, is the primary provider of advanced coursework. Finally, information is provided on preparing a program report for CAEP program review. This section includes examples of quality elements, as well as areas of concern that can assist programs as they apply to become nationally recognized. We are seeing increased attention to the connection between developing high levels of giftedness and talent in all student populations and the success of the nation. This guidebook will assist schools and districts in supporting that talent development by graduating superior gifted educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)
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