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The premise is that gifted education should have the same goal as any other educational intervention or curriculum in schools—that is, to assure that all students are challenged in their learning to the degree necessary to develop to their full potential. To meet this goal, we argue that gifted education programs and services are needed only when and if students are not otherwise having their instructional needs met. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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The purpose of this chapter is to highlight three acceleration interventions, (a) above-level testing, (b) content acceleration in math, and, (c) Advanced Placement. Each intervention is practical in its approach and grounded in university-based partnerships. The identification process for each of the three interventions varies. However, the goal of each intervention is to address the needs of academically talented students through one or more forms of acceleration. Although we do not adhere to a single definition of gifted and talented, we regard a gifted student as an individual who is ready to learn advanced material, in more depth, at a faster rate, and earlier age than their grade cohort or their age-peers. These are students who are typically considered very high achievers, a concept that is operationalized through their performance on grade-level standardized tests. Typically, these high achievers earn scores that are near or have hit the ceiling of the grade-level test. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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In the Achievement Orientation Model, giftedness involves performance, rather than some measure of potential. Although we agree that individuals vary greatly on their potential to achieve, ultimately their accomplishments determine their giftedness rather than their latent potential. Therefore, our model supports a developmental perspective of giftedness that fits well with the work of those who support a talent development approach to giftedness. Although we do not attempt to address who is or is not gifted with our model, we do address what attitudes and beliefs gifted individuals possess when they pursue achievement. The Achievement Orientation Model addresses the beliefs individuals have about themselves and their environment when those conditions exist. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Imagine a scenario where you wake up as principal of an elementary school. You are standing in front of parents explaining the implementation of a new gifted program. In this dream, you are describing to the audience how you will be serving high IQ children with a daily program designed to enhance and support the participating children’s gifts. The next night you are once again in the limelight at a parent meeting rationalizing a new program for mathematically talented students, selected by virtue of demonstrated interest, achievement, and creativity in mathematics. What arguments would you use in each case? Which program would be easier for you to explain to the parents and to other audiences in your professional world? We hope in this chapter to acknowledge drawbacks while leaving readers as supporters of the domain-specific talent development approach to gifted education. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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The Autonomous Learner Model incorporates the needs of the whole gifted child, looking at giftedness and potential. This model moves beyond the label of "gifted and talented" to understanding giftedness as an integral part of who the learner truly is. A brief description of the model's five dimensions and four domains follows. These dimensions will be discussed in detail in the application section of this chapter. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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It is a grave understatement and injustice to ignore a long-term reality that certain students of color (i.e.. Blacks, Hispanics, and Native Americans) have historically been relegated to a footnote and/or second-class status in gifted education definitions, theories, measures, and policies. Early scholarship on intelligence, and, thus, giftedness, all but ignored cultural variables. Hence, many students of color were (and are) significantly underrepresented in gifted education; this is particularly the case for Blacks and Hispanics. In this chapter, we present three frameworks to help gifted educators become culturally responsive and equitable: (1) Ford's Venn diagram of culturally responsive gifted education applied to characteristics, referrals, definitions, philosophy, evaluation, and curriculum; (2) an equity formula adopted from the Equal Employment Opportunity Commission; and (3) Ford's revised Bloom-Banks Matrix. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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