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 a Definition of Giftedness

Developing a Definition of Giftedness
Kristina Ayers PaulSidney M. Moon


There are two types of definitions of giftedness—conceptual and operational—both of which are important for schools. Conceptual definitions provide a theoretical description of giftedness and are incorporated into a school district’s mission statement for gifted education programming. They define the construct of giftedness and the nature of gifted students in the abstract, thereby illustrating the general characteristics of the students for whom the gifted education programming is intended to serve. On the other hand, operational definitions provide detailed, concrete guidance on how the giftedness of students will be assessed and identified in a particular context and for a particular purpose. Operational definitions stem from more general conceptual definitions, and they provide ...

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