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 4: Constructing Identification Procedures
Constructing Identification Procedures
Beginning with the development of Binet’s (1905) Individual Test of Intelligence and Terman and Oden’s (1959) subsequent work related to gifted individuals, educators have been interested in identifying gifted students. Through the first half of the 20th century, a unitary conception of intelligence guided the identification process. Beginning with Guilford’s (1950) address at the American Psychological Association, however, the conception of giftedness changed to include creativity. This expansion of the definition influenced subsequent federal definitions that initially incorporated creativity (U.S. Congress, 1970) and later other areas of giftedness such as academic, leadership, and artistic areas (Marland, 1972; No Child Left Behind Act, 2002; U.S. Congress, 1988; U.S. Department of Education, 1994). These more inclusive definitions, in turn, ...