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.
Chapter 1: Aligning Gifted Programming and Services With National and State Standards
Aligning Gifted Programming and Services With National and State Standards
Overview of the Pre-K–Grade 12 Gifted Programming Standards
The NAGC Pre-K–Grade 12 Gifted Programming Standards serve as an important benchmark for student outcomes and for describing effective educational practices for gifted students. Grounded in theory, cognitive and social science research, and practice, the design of the standards focuses on student outcomes, reflects an emphasis on diversity, and emphasizes a relationship between gifted education, general education, and special education (National Association for Gifted Children [NAGC], 2010). The most recent version of the standards is supported by the following principles: (a) giftedness is evolving and never static, (b) giftedness is found among students from diverse ...