NAGC Position Statements & White Papers
Position Statements and White Papers help clarify issues in gifted and talented education and set NAGC's position on these issues.
NAGC receives similar questions from teachers and parents. Both groups benefit from the same information, even though they look at it from different perspectives and have different roles to play in helping gifted children reach their potential. Connecting for High Potential sheds light on how the "other side" might face the issue. Our ongoing goal is for teachers and parents to develop a broader understanding of their students' potential (and one another) which will enable them to build stimulating learning environments that tap into a child's high potential.
While issue dates begin in 2005, we trust you'll find the topics and themes are still relevant and the information useful. They were designed as "tear and share" in formerly printed publications.
Like other gifted learners, twice-exceptional (2e) students are highly knowledgeable and talented in at least one particular domain. However, their giftedness is often overshadowed by their disabilities, or these students may be able to mask or hide their learning deficits by using their talents to compensate.
This time of year, both parents and teachers face the same dilemma: Should high-ability kids stay busy with summer projects, courses, sports, camps, and travel...or should they be allowed to completely unplug with no schedule, commitments, or plans?
Here are three strategies to help teachers and parents navigate the new experiences technology has brought to the classroom.
"The Parent/Teacher Conference" 2014
"Finding a Program or Advocating for One That Works" 2013
"Learner Preferences and Teaching Strategies: Finding a Perfect Match" 2013
"Creative Thinking and Creativity" 2012
"Goal Setting and Achievement" 2012
"Gifted Lingo: What Does it All Mean?" 2012