Gifted Education Practices

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Separate studies conducted during the last few decades have demonstrated both the need for and the benefits of gifted education programs. Of special interest are the documented benefits that occur for all children when gifted education strategies and programs are extended to other students, as well. Simply stated . . . Gifted education works! Please click on a link below for more information on the research-based evidence supporting the distinctive method or methods listed below.

  • Why Gifted Programs are Needed
    Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school. Read more about why gifted education programs are needed.
  • Acceleration
    Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals. The practice of educational acceleration has long been used to match high-level students’ general abilities and specific talents with optimal learning opportunities. Read more about acceleration.
  • Curriculum Compacting
    This important instructional strategy condenses, modifies, or streamlines the regular curriculum to reduce repetition of previously mastered material. “Compacting” what students already know allows time for acceleration or enrichment beyond the basic curriculum for students who would otherwise be simply practicing what they already know. Read more about curriculum compacting.
  • Grouping
    The practice of grouping, or placing students with similar abilities and/or performance together for instruction, has been shown to positively impact student learning gains. Grouping gifted children together allows for more appropriate, rapid, and advanced instruction, which matches the rapidly developing skills and capabilities of gifted students. Read more about grouping.
  • Identification
    Identification is a critical component of effective gifted education programming. One size does not fit all. In addition to using assessments appropriate to the services provided, different strategies may be needed to ensure students with high potential are identified.  Read more about best practices in identificationRead about including diverse populations in the identification process.
  • Pull-Out and Other Specialized Programs
    Programming options for gifted and talented students occur in a variety of ways, and research demonstrates the effectiveness of pull-out programs, specialized classes, and other special programs and schools and the curriculum these services use in raising student achievement. Read more about pull-out and specialized programs.
  • Teacher Training
    Teachers who know how gifted students learn and are well trained in gifted education strategies are critical to high-level gifted programs; however, most gifted students spend their school days in the regular classroom. Providing basic training for all teachers on recognizing and serving advanced students helps identify and more appropriately educate those students in the regular classroom. Read more about why teacher gifted training is important for all teachers.