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Join top gifted education thinkers in a discussion on how educators can work to combat perceptions and misperceptions of gifted education.
This article provides district administrators and educators of gifted and talented students with an overview of how gifted identification practices align with each of the paradigms, as well as how they are supported by the standards established in the Texas State Plan.
What is advocacy? What goals do advocates for gifted education have? Who can advocate? What are important points to remember in order to enhance the effectiveness of advocacy?
Whether they’re brand new or veterans to the joys of parenting gifted kids, the parents of your gifted students will benefit from exploring the 5 Essentials of Parenting Gifted Kids.
Most educators who have worked with students identified as gifted know that the classic teacher-pleasing student may be recognized as gifted, but more than likely, the truly gifted student may be in that same class—masked by myriad characteristics that too many educators do not associate with giftedness.
Possessing a deep understanding of the definition of gifted and talented is the starting point for all that follows in the field of gifted education. When communicating with administrators, teachers, parents, community members, and the students themselves, it is crucial to emphasize that being identified as gifted and talented is not a badge of honor, not a reason for bragging, nor a reward for good behavior. It is an educational diagnosis. And once diagnosed, the definition is essential in designing the services that permit gifted and talented students to be appropriately challenged, to receive a year’s worth of learning for a year’s worth of schooling.
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