Summary
Contents
Subject index
The updated, comprehensive guide to developing or enhancing gifted programming How do we ensure we are meeting the needs of gifted students? The educational landscape has changed dramatically since Designing Services and Programs for High-Ability Learners was first published in 2006. This updated and revised second edition of the landmark guidebook provides educators and administrators with the comprehensive, practical advice they need to support gifted learners, and includes new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs, from identification to evaluation and advocacy, and takes into account current trends in education, such as the • Focus on diversity and the efforts needed to ensure underrepresented populations are screened for gifted education • Collaboration with special education, families, and community members to ensure all students have access to programming and services • Use of technology, especially in rural communities • Development of local policies to support gifted education Whether you are developing a new program or restructuring an existing service, this guidebook will help you meet the needs of today’s gifted students.
Developing Local Policies to Guide and Support Gifted Programs and Services
Developing Local Policies to Guide and Support Gifted Programs and Services
Definition
In the United States, the federal government has allocated the responsibility for creating policies and regulations about educating gifted students to state governments. Although many states have gifted and talented requirements for Local Education Agencies (LEAs), great variability exists regarding the detail provided in legislative and administrative code, the flexibility for local decisions in how identification and services are provided, and in accountability (National Association for Gifted Children [NAGC] & Council of State Directors of Programs for the Gifted, 2015). Scholars in the field of gifted education have noted that state policies tend to focus almost exclusively on identification practices; however, there ...
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