The report presents recommendations made by a panel of experts in gifted education regarding education for gifted students in Florida. Among recommendations are those for increasing minority representation in gifted programs, modifying the state definition to complement general intellectual ability with specific academic aptitude, using a multiple…

The position paper of the New York State School Boards Association covers concerns of identification of the gifted and talented, program development, program evaluation, teacher qualifications, community and parental involvement, and legislation. Twenty-one recommendations are made and include the following: The definition of giftedness should be…

Louisiana's statewide provisions for education of gifted and talented preschoolers are reviewed, and difficulties encountered in serving 300 gifted young children are addressed. Among the administrative burdens cited are narrow identification criteria and the combination of limited financial and personnel resources resulting in the availability of…

This booklet presents a series of worksheets to assist in the development and implementation of a well integrated set of policies for gifted/talented programs. Each worksheet covers an issue to be considered in policy development, with blank space allotted for specifying positive and negative points, a suggested policy, needs, and a timeline.…

This book looks at gifted and talented students from a "national resource" point of view. The first chapter establishes the basic premise that gifted and talented children represent a significant resource to any nation and that it is profitable to the nation to invest in their development and education. Subsequent chapters describe types of…

Results of a survey of the 50 states, the District of Columbia, and the Department of Defense Dependent Schools on the status of gifted/talented (G/T) programs are summarized. Charts depict the number of pupils in G/T programs, ranking among states, the percentage of public school enrollment and ranking, and the total state fund figures for G/T…

The report presents a general plan for improving the education of gifted and talented students (preschool-secondary grades) in Quebec. Short term (2-4 years) and medium term (3-6 or 7 years) actions are recommended. An introductory section defines giftedness and emphasizes the need for special educational provisions for this group. The second part…

Guidelines for promoting gifted education programs are offered, including being judicious in promotion efforts, developing support among different role groups, and strengthening support within role groups (e.g., teachers, parents, students, administrators, community leaders, policymakers, and business leaders). A cyclic model of advocacy stages is…

These guidelines are intended to help New York State school districts: (1) develop procedures for identifying gifted students and (2) use the information obtained through identification procedures as a basis for deciding how educational programs and services can be modified to serve the students. Initial sections of the manual define giftedness…

This interview with the executive director of the National Association for Gifted Children documents responses to questions about gifted program advocacy, including opposition to differentiated education for gifted students, effective lobbying techniques, and relationships with legislators and the business community. (DB)

This report presents a model state legislative bill to provide for the special needs of gifted and talented students. The model bill utilizes a "best practices" framework and attempts to be fiscally responsible and provide maximum flexibility while meeting the needs of gifted and talented students. The model legislation itself begins with a…

This article argues that providing good gifted and talented education programs is in the nation's economic self-interest and is essential to the United States' future economic competitiveness in the world community. (DB)

The document contains the annual reports (1983/84 and 1984/85) of the Austin (Texas) Independent School District's gifted and talented program. Major accomplishments of the first year were reorganization with the implementation of the AIM High program at the elementary level and an honors program at the secondary level; design and implementation…

This document presents minimum standards for programs serving gifted and talented students. The first chapter discusses program design standards, with a focus on building a flexible system of program options throughout general and special education that can be matched with the needs, strengths, and interests of gifted and talented students. The…

A Wisconsin advocacy model for gifted education programs is presented, emphasizing ongoing collaboration and dissemination to most effectively utilize meager resources. Essential elements of the dissemination design are identified, including use of regional sites, requiring participation of an administrator on the team, group problem solving, and…