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.
Information about the needs of gifted students has to be infused throughout the teacher candidate's coursework. University faculty knowledgeable about identifying and serving gifted students, modified syllabi from teacher preparation courses in their institutions to show how teacher candidates can be informed about the needs of advanced students. Below are three examples of modified syllabi.
We encourage you to share your knowledge with collegues teaching general education preparation courses. Use the syllabi above to show how gifted students can be included in the regular coursework. Or, help your collegues by modifying a syllabus from your own institution.
Find out how to contribute a syllabus from your institution with changes to include instruction on advanced students.
1 Farkas, S., & Duffett, A. (2008). High-achieving students in the era of NCLB: Results from a national teacher survey. Washington, DC: Thomas B. Fordham Institute.
2 NAGC and CDGP (2013). 2012-2013 State of the states in gifted education. Washington, DC: Author.