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Hear from Dr. Anne Corn and Dr. Susan Johnsen about how to identify and serve visually impaired students. Dr. Corn brings her expertise in the areas of both visually impaired and 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.
In gifted education, the schools of thought that influence the field affect not only how students are assessed and identified for gifted services, but also how educators themselves view gifted education and the services they provide.
The identification of gifted and talented students is interconnected with the conception of giftedness and program services. Exploring these relationships from the past is important in examining the future of identification and its critical attributes.
This article discusses the invaluable need to focus on equity and how culture matters in all aspects of GATE recruitment and retention efforts beginning in early childhood—identification and assessment, social-emotional and psychological needs and development, and curriculum and instruction.
Attendees explore various ways to talk with stakeholders about local norms, practice with example data and use local norms to identify students for services, and will also weigh the pros and cons of the various ways to implement local norms.
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Disclaimer: The views and opinions expressed in TEMPO+ articles and advertisements do not necessarily reflect a TAGT position. Articles shared are intended to inform members about the conversations affecting those in our field.
