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NAGC now has another way to address special issues and concerns related to gifted and talented education such as information about identification, support services and/or research related to gifted children--Special Interest Groups (SIGs).  In addition, these groups provide a more targeted avenue for NAGC members to build smaller, more specialized communities within gifted education.  

SIG Policy 

SIG application form 

To join one of the groups belowclick here To join a SIG, you must be an NAGC member. There is no fee to join SIGs.

Twice Exceptional

Twice-exceptional learners are students who give evidence of the potential for high achievement capability in areas such as specific academics; general intellectual ability; creativity; leadership; AND/OR visual, spatial, or performing arts AND also give evidence of one or more disabilities as defined by federal or state eligibility criteria such as specific learning disabilities; speech and language disorders; emotional/behavioral disorders; physical disabilities; autism spectrum; or other health impairments, such as ADHD.  Twice Exceptional students represent a unique group of learners with diverse programming and emotional needs due to the fact that they may have both gifts and disabilities.  The Twice Exceptional SIG will provide professionals a network where they can meet to discuss research, programs, curriculum and new developments for this special area of gifted education.
Lois Baldwin -- Organizer

Assessments of Giftedness

The Assessments of Giftedness Special Interest Group believes that standardized tests play a critical role in gifted education.  First, they strengthen identification of gifted students, especially those children whose needs may not be apparent in the classroom:  the highly, exceptionally, and profoundly gifted; the twice exceptional; underachieving gifted students; and gifted students from diverse backgrounds.  Second, they clarify instructional needs for educational planning.  Third, they enhance diagnosis of learning deficits often concealed by the gifted child's ability to compensate.  Because standardized tests are revised frequently and sometimes substantially, and gifted assessment is not a primary market for test developers, a permanent NAGC committee is needed to monitor assessment options and offer guidance for their use with gifted students. The Assessments of Giftedness SIG seeks to optimize the use and interpretation of current standardized instruments measuring the abilities and achievement of gifted children, support the ongoing development of improved instruments for the gifted, and propose aspirations for yet-to-be-developed instruments intended for use with the gifted.
Barbara (Bobbie) Gilman -- Organizer

Gifted Gay, Lesbian, Bi-Sexual, Transgender, & Questioning

We dedicate ourselves to NAGC’s openness, support of marginalized groups, and broad perspective. The SIG will be broadly open to parents, educators, other professionals, and community leaders who stand behind gifted GLBTQ students, as these youth strive to do their best in a sometimes less-than-accepting world. Each day, we will embody NAGC’s ongoing development of policies and practices that back widely-varied marginalized groups. And, like NAGC, we will encourage research, staff development, advocacy, communication, and collaborative efforts on behalf of our gifted GLBTQ youth, other high-potential students, and the youth whom our students encounter.
Terry Friedrichs -- Organizer

Resources for advocates of GLBTQ students can be found here