Gifted Education
What is Giftedness?
Defining a gifted learner is an extremely difficult task as every gifted learner his or her own unique set of characteristics and gifts. An example of a common definition is "Giftedness is asyncronous development in which advanced cognitive abilities and heightened intensity combine to create experiences and awarenesses that are qualitatively different from the norm. This asyncronoy increases with higher intellectual capacity. The uniquenes of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order to develop optimally." The Columbus Group (1991) There are some common characteristics that gifted children share: www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals
Gifted and Talented learners are unique learners whose rate of learning, intellectual abilities and capacities, and potential contributions to our world need to connected to the classroom but also engaged in learning experiences and interactions in environments that incorporate the academic, psychological, and social and emotional needs of these learners (Purcell and Eckert, 2006).
Gifted and Talented learners are, “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment,” (US Department of Education, 1993). Every student has the right to an appropriate education in the United States and every student deserves to have his or her needs met, regardless if those needs are below or above grade level proficiency standards.
Unfortunately, South Dakota school districts do not receive state funding for gifted education (Davidson Institute, 2016). South Dakota does not require gifted education or a gifted education program for learners throughout the school year (Davidson Institute, 2016). Gifted education funding and programming is left up to the individual school districts (NAGC, 2016).
HOWEVER, with the help of the Spearfish Foundation for Public Education, Creekside is able to provide an after-school Exploratory program for gifted learners and those who are demonstrating gifted potential. We also continue to strengthen the resources and materials we have available for teachers during the school day.
A few things to know from the National Association for Gifted Children:
Defining a gifted learner is an extremely difficult task as every gifted learner his or her own unique set of characteristics and gifts. An example of a common definition is "Giftedness is asyncronous development in which advanced cognitive abilities and heightened intensity combine to create experiences and awarenesses that are qualitatively different from the norm. This asyncronoy increases with higher intellectual capacity. The uniquenes of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order to develop optimally." The Columbus Group (1991) There are some common characteristics that gifted children share: www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals
Gifted and Talented learners are unique learners whose rate of learning, intellectual abilities and capacities, and potential contributions to our world need to connected to the classroom but also engaged in learning experiences and interactions in environments that incorporate the academic, psychological, and social and emotional needs of these learners (Purcell and Eckert, 2006).
Gifted and Talented learners are, “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment,” (US Department of Education, 1993). Every student has the right to an appropriate education in the United States and every student deserves to have his or her needs met, regardless if those needs are below or above grade level proficiency standards.
Unfortunately, South Dakota school districts do not receive state funding for gifted education (Davidson Institute, 2016). South Dakota does not require gifted education or a gifted education program for learners throughout the school year (Davidson Institute, 2016). Gifted education funding and programming is left up to the individual school districts (NAGC, 2016).
HOWEVER, with the help of the Spearfish Foundation for Public Education, Creekside is able to provide an after-school Exploratory program for gifted learners and those who are demonstrating gifted potential. We also continue to strengthen the resources and materials we have available for teachers during the school day.
A few things to know from the National Association for Gifted Children:
- Children are gifted when their ability is significantly above the norm for their age.
- Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science.
- It is difficult to estimate the absolute number of gifted children in the U.S. and the world because the calculation is dependent on the number of areas, or domains, being measured and the method used to identify gifted children. However, many consider children who are in the top 10 percent in relation to a national and/or local norm to be a good guide for identification and services.
- It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.
- Gifted education varies widely across the United States. While Federal law acknowledges that children with gifts and talents have unique needs that are not traditionally offered in regular school settings, it offers no specific provisions, mandates, or requirements for serving these children. Gifted education is a purely local endeavor and is dependent on local leadership. Unfortunately, leaving gifted education up to chance increases variability in the quality of services and creates inequities of access for students in poverty, from racial and ethnic minority groups, English learners, and those with disabilities.