• 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.

Providing Programs and Services for Gifted Students at the Secondary Level
Providing Programs and Services for Gifted Students at the Secondary Level
Joan K. JacobsRebecca D. Eckert
Definition

Secondary gifted students are those learners who are attending a middle school, high school, or junior high. Typically, students in secondary settings are adolescents1 who are grappling with issues of identity development and independence, while balancing increasing levels of academic challenge. Although gifted students experience similar developmental milestones as other secondary students, asynchronous development may result in completely different trajectories or social and emotional responses. This asynchrony further complicates secondary school experiences and creates the need for specific programs or services (Dixon & Moon, 2015; National Association for Gifted Children [NAGC], 2010; Rakow, 2011).

The decisions educators make about service ...

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