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To further understand the effect of policies and regulations influencing practices for gifted and talented students, this review included articles that had been published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review. To be included, articles needed to discuss or examine the effects of policies, high-stakes testing, and standards on gifted education practices. Articles that did not examine these effects were excluded. Using these criteria, 20 articles were identified and summarized.
This article focuses on the questions how far has education come in serving all of its gifted and talented students? What has influenced these results? It provides some suggestions for ways that educators might gifted education programs in their schools.
Curriculum needs to be responsive to gifted learners and address their differences through the overlapping dimensions of concepts, issues, and themes; process-product; and advanced content. These definitions describe important characteristics that are often associated with exemplary curriculum models in gifted education. Educators need to understand not only these curricular characteristics but also know which curriculum models are effective with gifted and talented learners. They need to apply theoretically-and research-based models of curriculum to ensure specific student outcomes.
Do gifted education classrooms reflect the culture of the general school?
Four foundational issues have influenced the development of standards related to identification, described in this article.
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