Get inspired, learn from others, and reflect on the joy of making a difference with "Educating the Gifted: Wisdom and Insights for Inspired Teaching." Covering topics such as identification, equity in access and opportunity, teacher growth, advocacy, and more, this book shares moments of joy, practical strategies, and effective tips for…

This revision of "Identifying Gifted Students: A Practical Guide" is aligned with both the updated National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards and the NAGC and The Association for the Gifted, Council for Exceptional Children (CEC-TAG) professional development standards. This book is…

The Missouri Department of Elementary and Secondary Education (DESE), in response to recommendations in the Annual Report of the Advisory Council on the Education of Gifted and Talented Students (2015), has produced this document to provide guidance for school districts to more equitably identify and meet the needs of traditionally…

This digest was adapted from D.W. Russell, D.G. Hayes and L.B. Dockery's book, "My Child is Gifted! Now What Do I Do?". The digest is intended to give parents of gifted students an overview of characteristics of gifted children and terminology used in this field. Several definitions of giftedness are offered including one from a parent…

The article examines the definition of mathematically gifted, discusses current practices within the field of special education for this population, and calls for an identification procedure which includes qualitative information concerning students' higher-order reasoning skills. (Author/CL)

In response to the estimate that 15-20 percent of the school-age population in Wisconsin can be classified as gifted and talented, this document suggests approaches educators can take to identify these students and to design programs to meet their special needs. An introductory section offers an overview of gifted and talented programming options…

The "Identi-Form," a system that includes defensible identification and prescriptive programing for gifted students, utilizes a holistic, multidimensional approach which incorporates test performance and ancedotal data in a total assessment package for each child. Sample case studies illustrate the approach. (Author/CL)

The author describes the concept of developmental potential that addresses the personality correlates of high ability and suggests an alternative to the IQ test method of identifying individuals with high potential. (CL)

This manual for Idaho school districts covers the identification, assessment, and educational needs of students who show intellectual promise, specific academic performance, leadership, creativity, or talent in the visual or performing arts. It is organized into seven chapters and seven appendices which take up approximately half the publication.…

This digest is derived from Susan Baum's "Being Gifted and Learning Disabled...From Definition to Practical Intervention." The learning disabled gifted are grouped into three categories: identified gifted students who have subtle learning disabilities, unidentified students whose gifts and disabilities may be masked by average…

The article relates the concept of giftedness and ways of identifying giftedness to Jean Piaget's theories of intelligence. Four implications are indicated, including that distinctions between gifted and nongifted children can be made at the end of the concrete operational level (about 8-10 years old). (CL)

A rationale for the multidimensional approach to giftedness is presented, and creativity in the multidimensional model is examined. Several conclusions about the assessment of creative talent are made, along with thirteen specific recommendations. Some continuing problems in the area are discussed, along with needed research. (DLS)

Intended to develop guidelines in gifted education appropriate for the approximately 212 Washington rural school districts with fewer than 2000 students, the booklet has 3 purposes: to describe Washington's rural community, to provide basic information about gifted education, and to encourage the planning and development of rural programs in…

The authors suggest the need for conceptual shifts in the identification and definition of gifted children. They foresee a change toward broadened assessment of cognitive and affective development. Among recommended service options are advance placement classes, early admission, curricular comprehension, work study programs, and supervised…

The second article in a three-part series focuses on the GIFTS Identification Instrument for selecting talented children in six areas: convergent thinking and behavior, divergent/creative thinking and behavior, goal-related thinking and behavior, social skills and behavior, physical skills and behavior, and affective thinking and behavior. (SBH)