GUIDELINES FOR BEST PRACTICES IN THE EDUCATION OF GIFTED CHILDREN

• Children who are gifted form a diverse group with a variety of needs and therefore require a range of service options.

• Children who are gifted learn at a faster rate than other children of their age, experience, and environment, and, therefore, can move through the curriculum at a more rapid pace which is developmentally appropriate for them.

• Children who are gifted share the ability to think with more complexity and abstraction than other children of their same age, experience, and environment and, therefore require differentiated curriculum.

• Children who are gifted have some unique social needs and may feel different; they need access to appropriate counseling and support.

• Children who are gifted require time with others who are similar to them in order to establish cognitive relationships and to facilitate their academic and social growth.

• Some gifted children may not be reaching their potential, or even be recognized as gifted…additional support is needed to offer opportunities for their giftedness to develop.

• Because learning needs of gifted children are different…, teachers responsible for these students must have a knowledge base and skills to meet their needs and should enjoy working with these students.

• When an appropriately differentiated education is not provided, gifted children do not thrive in school and may even suffer cognitive or affective harm.

• Services for gifted children must be part of an overall educational program supporting excellence for all students, and it must include opportunities for advanced students.

• The early educational experiences of potentially gifted students help to shape their learning habits; therefore, it is essential that young students with high abilities have access to appropriately stimulating and challenging education to help ensure that their potential is developed.

• When given appropriate educational opportunities, children who are gifted will become increasingly knowledgeable; therefore, their need for differentiation increases as well…

• Potentially gifted students from culturally diverse or economically disadvantaged families and students with disabilities are often overlooked in gifted programming; therefore special efforts may be needed to ensure students are recognized and served.

Source: Coleman & Gallagher / STAGE