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GIFTED PROGRAMS - Research studies on the special needs of the gifted demonstrate the importance of special programming. Contrary to widespread belief many gifted students will NOT excel without special programming. Parents can help monitor their gifted child’s education by knowing about possible programs and comparing them with the services offered their child. Renzullii, a noted expert in gifted education, identified seven key features that are basic to a successful program. The seven are:
The selection and training of teachers - Find out what special courses or training your child’s gifted professional has taken.
Curriculum – It should be designed to stimulate and develop superior potentialities both in academic areas and the arts.
Multiple appropriate screening and identification procedures should be in place.
Philosophy and objectives – Ask to see this written statement that supports differential education for the gifted.
Staff orientation – Ask if the staff is in agreement with the existing program and if there is a knowledgeable and cooperative attitude.
Evaluation – Every program should have a written statement of how the program is evaluated. Ask to see it.
Administration – Make sure that the administration is accepting their responsibility to the program.
Parents should be aware of these key features. Parents can impact the gifted program at their child’s school if they stay aware of existing services available to meet the needs of their child. Some service options are: accelerated classes, correspondence classes, cluster grouping, pull out classes, before or after school programs, schools for the gifted, resource rooms, advanced placement classes, seminars, mentorships, college classes, and self-directed learning. This list is by no means complete. However, it should give you an idea of what your schools could be offering.
What about our little gifted ones? Matthews, a leading researcher in gifted toddlers, contends that parents must be aware that their child needs her as an advocate. Parents have played an important role in encouraging the inclusion of services for pre-school gifted children in special education regulations and in nurturing program developments within their communities and school districts. Until very recently programs for pre-school gifted children have been in private settings. The reason for this, research contends, is that there is no one best model program for this age group. Strong parental advocacy is needed to encourage programs for gifted pre-schoolers.
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