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

• In Event: 56.070 - Means and Ends of Gifted and Talented Identification: New Developments

Abstract

Designing and implementing programs for gifted and talented students requires careful planning. We analyzed 293 district program plans from two states to determine the match between identification practices and interventions. Of these districts, 69.6% (n=204) identified students in mathematics and 68.9% (n=202) identified students in reading/English language arts. At least 60% of the districts used faster pace, depth, or breadth of coverage in mathematics or reading, or regular education reading/English language arts standards for gifted students. Learning environment options included differentiated instruction (86%), cluster grouping (55%), and pull-out classes (55%). It is interesting to note that national attention to reading and mathematics has not had a corresponding effect on selected emphases in gifted education programs.

Authors

• Elizabeth Jean Gubbins, University of Connecticut

• Del Siegle, University of Connecticut

• Patricia O'Rourke, University of Connecticut - Storrs

• Susan Dulong Langley, University of Connecticut

• Karen Cross, University of Connecticut

• Carolyn M. Callahan, University of Virginia

• Annalissa V. Brodersen, University of Virginia

• Melanie Caughey, University of Virginia

• Joseph S. Renzulli, University of Connecticut