Applicable Federal and State Policy, Law, and Legal Considerations in Gifted Education

Stephens, Kristen R.

doi:10.1007/978-3-319-77004-8_11

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…Stephens (2008) completed an historical overview of federal legislation affecting the education of gifted and talented students and described the attention “as a pendulum which swings from interest to disinterest depending on the degree to which the nation feels vulnerable. .…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

Gubbins

Siegle

Ottone-Cross

et al. 2021

Gifted Child Quarterly

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The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.

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Section: Literature Reviewmentioning

confidence: 99%

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

Gubbins

Siegle

Ottone-Cross

et al. 2021

Gifted Child Quarterly

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“…Part of the problem is definitional. In the USA, the federal definition states that the gifted demonstrate outstanding ability or potential and require differentiated educational programs, and includes exceptional intellectual, academic, and leadership ability, creativity, and artistic talent (Stephens, 2018). In clinical practice, however, high IQ remains the predominant definitional criterion.…”

Section: Introductionmentioning

confidence: 99%

Optimizing favorable outcomes when counseling the gifted: A best practices approach

Pfeiffer

2020

Gifted Education International

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This article provides an integration of the empirical research literature on child psychotherapy and what the author has gleaned, first hand, in counseling work with gifted children and youth, and their families, over his 40-year career as a clinical psychologist. The article focuses on best practices in counseling gifted students in a way that optimizes favorable outcomes. The article has application for preventive and early intervention work, as well as for individual and group counseling efforts. Four principles of evidence-based counseling are emphasized, including the pre-eminence of a common factors’ perspective in work with gifted clients. The article highlights the value of progress monitoring and incorporating a strength-based focus, and provides a clinical case to illustrate counseling work with a troubled gifted adolescent guided by evidence-based practice.

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“…Despite a federal definition of EL, how ELs are identified and served in schools for GT programs depends on state, district, and school policies. Similarly, policies related to GT education (including definitions, identification, and services provided) reside at local, not federal, levels (Castellano & Matthews, 2014; Council of State Directors of Programs for the Gifted [CSDPG] & National Association for Gifted Children [NAGC], 2015; Stephens, 2008). This means that students considered to be EL or GT in one school system may not be identified as such in another (Borland, 2005; L.…”

mentioning

confidence: 99%

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

Mun

Hemmler

Langley

et al. 2020

Journal for the Education of the Gifted

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Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

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Applicable Federal and State Policy, Law, and Legal Considerations in Gifted Education

Cited by 5 publications

References 23 publications

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

Optimizing favorable outcomes when counseling the gifted: A best practices approach

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

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