• 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.

Collaborating With Families to Support Gifted Students
Collaborating With Families to Support Gifted Students
Mallory M. BagwellMichele Femc-Bagwell
Definition

The two most common definitions for collaborate are: (a) work jointly on an activity, especially to produce or create something; and (b) cooperate traitorously with an enemy (Collaborate, n.d.). Both interpretations are important and useful, if not mutually inclusive, especially for those individuals charged with developing or expanding programs and services for gifted students. Moreover, the timing of collaboration is essential; timely collaboration with families in support of gifted children suggests a dynamic urgency to the task at hand. As in many areas of education, health, and human development, time is a common benchmark for identification, placement, progress, and definition. With respect to the second definition and program ...

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