Social issues presentation on the topic of special education; specifically gifted education for EDB 604 at Cleveland State University

2. DID YOU KNOW…
• THAT GIFTED AND TALENTED PROGRAMS ARE UNDER SPECIAL EDUCATION?
• THAT THE IDEA OF GIFTED EDUCATION HAS DRIFTED IN AND OUT OF VOGUE IN
AMERICAN SCHOOLS?
• THERE IS AN UNDERREPRESENTATION OF MINORITY STUDENTS IN GIFTED AND
TALENTED PROGRAMS?

3. FOCUS
IDENTIFYING & RETAINING GIFTED STUDENTS
WHAT DOES “GIFTED” MEAN?
RESOURCES AND TEACHER READINESS

5. WHY IS GIFTED EDUCATION IMPORTANT?
WHAT IS AT STAKE?
Gender & ethnic
underrepresentation
Underachievement
Limited
resources

6. HISTORY OF GIFTED EDUCATION
• GIFTED EDUCATION BEGAN IN CITIES (VAN TASSEL, P. 19)
• SPECIAL SCHOOLS EXCLUSIVELY FOR THE GIFTED WERE ESTABLISHED. TYPICALLY IN BIG CITIES
• THE IDEA OF GIFTED EDUCATION HAS DRIFTED IN AND OUT OF VOGUE IN AMERICAN SCHOOLS
• FEBRUARY 6 TO 8, 1958, APPROXIMATELY 200 EDUCATORS WERE INVITED TO NEW YORK CITY IN HOPES
OF DISCUSSING THE EDUCATION OF ACADEMICALLY TALENTED STUDENTS

7. HOW DOES IT IMPACT EDUCATION?
• UNDERACHIEVEMENT
• ACCELERATION EFFECTS
• UNDERREPRESENTATION OF MINORITY STUDENTS
• EFFECTS OF BEING LABELED “GIFTED”

8. Placement, recruitment,
and retention
Current
Dilemmas
& Concerns
Public
Opinion
Motivation
Underachievement
Resources
/funding
The
variability
and
diversity of
gifts &
talents
Underrepresentation
of minority students

9. POLICIES/PRACTICES USED TO ADDRESS
RENZULLI’S THREE RING CONCEPTION OF GIFTEDNESS
GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
GAGNE’S DIFFERENTIATED MODEL OF GIFTEDNESS AND TALENT

10. POLICIES/PRACTICES USED TO ADDRESS
• PRACTICE OF ACCELERATION
• TEACHER TRAINING
• GUIDANCE: COMPREHENSIVE, ONGOING, AND INVOLVE THE SETTING OF REALISTIC &
ATTAINABLE GOALS

11. MY
RECOMMENDATION

12. IN CONCLUSION…
SPECIAL EDUCATION, SPECIFICALLY GIFTED EDUCATION IS NOT A
NEW ISSUE

13. STUDENTS WHO ARE NOT BEING CHALLENGED AND LOSING INTEREST IN SCHOOL DESERVE MORE!
THE LACK OF RESOURCES FOR GIFTED EDUCATION SHOW THAT THIS IS A
UNDERREPRESENTED/THOUGHT ABOUT GROUP OF STUDENTS.
GENDER AND ETHNIC MISREPRESENTATIONS
SOCIAL EMOTIONAL WELL-BEING OF STUDENTS IS IMPORTANT

14. WHAT MORE MUST BE ACCOMPLISHED?
Further
research
Teacher
education &
training
Recognition
&
awareness

15. REFERENCES
• BAKER, A. (2013). A SYSTEM DIVIDED: GIFTED, TALENTED AND SEPARATED. RETRIEVED FROM HTTP://WWW.NYTIMES.COM/2013/01/13/EDUCATION/IN-ONE-SCHOOL-STUDENTS-
ARE-DIVIDED-BY-GIFTED-LABEL-AND-RACE.HTML?PAGEWANTED=ALL&_R=1&
• DANIELS, V. I. (1998). MINORITY STUDENTS IN GIFTED AND SPECIAL EDUCATION PROGRAMS: THE CASE FOR EDUCATIONAL EQUITY. JOURNAL OF SPECIAL
EDUCATION,32(1), 41.
• JOLLY, J. L. (2014). HISTORICAL PERSPECTIVES. GIFTED CHILD TODAY, 37(2), 119. DOI:10.1177/1076217514520631
• NATIONAL ASSOCIATION FOR GIFTED CHILDREN | SUPPORTING THE NEEDS OF HIGH POTENTIAL LEARNERS. RETRIEVED OCTOBER 2014, FROM HTTP://WWW.NAGC.ORG/
• PAGE, A. (2006). THREE MODELS FOR UNDERSTANDING GIFTED EDUCATION. KAIRARANGA, 7(2), 11-15.
• REIS, S. (N.D.). MAJOR TURNING POINTS IN GIFTED EDUCATION IN THE 20TH CENTURY. RETRIEVED OCTOBER 24, 2014, FROM
HTTP://WWW.GIFTED.UCONN.EDU/GENERAL/FACULTY/REIS/MAJOR_TURNING_POINTS.HTML
• SNYDER, K. E., BARGER, M. M., WORMINGTON, S. V., SCHWARTZ-BLOOM, R., & LINNENBRINK-GARCIA, L. (2013). IDENTIFICATION AS GIFTED AND IMPLICIT BELIEFS ABOUT
INTELLIGENCE: AN EXAMINATION OF POTENTIAL MODERATORS. JOURNAL OF ADVANCED ACADEMICS, 24(4), 242-258.
• VAN TASSEL-BASKA, J. (2010). THE HISTORY OF URBAN GIFTED EDUCATION.GIFTED CHILD TODAY, 33(4), 18.