For Exceptional Children, The Council

English

Scholarworks@GVSU

Michigan Reading Journal Volume 16 Issue 1 Article 15 October 1982 Developing Programs For The Gifted and Talented The Council For Exceptional Children Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation For Exceptional Children, The Council (1982) "Developing Programs For The Gifted and Talented," Michigan Reading Journal: Vol. 16 : Iss. 1 , Article 15. Available at: https://scholarworks.gvsu.edu/mrj/vol16/iss1/15 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. Developing Programs For The Gifted and Talented Produced for the Office of Gifted and Talented, US Office of Education, Department of Health, Education, and Welfare by The Council for Exceptional Children. The success of programs for the gifted and talented student depends on sound development, efficient identification, and exemplary cur-riculum. Where there are a number of positive program alternatives there is no need to become locked into a single design. Considerations should be given to all available pro-gram formats before deciding which single or combination of alternatives to employ. How do I begin? The first step in program develop-ment is planning. Planning is usual-ly divided into three components: • Needs analysis. Because every community represents a unique constellation of factors, an analysis of local needs should be conducted. This analysis should consider all aspects of the community and educational system to determine a realistic base for the size and scope of the program. Often, the availability of funds and physical facilities will have a bearing on the dimensions of the program. A team representing a cross section of the community should conduct this assignment. • Target group. The needs assessment may also provide impor-tant information on the target group for the program. A broadened con-cept of giftedness has been established by the US Commissioner of Education in the 1971 Report to Congress on the Education of the Gifted and Talented. This definition cites six categories of giftedness: general intellectual ability, specific academic aptitude, creative or pro-ductive thinking, leadership ability, visual and performing arts, and psychomotor ability. • Identification. Multiple criteria should be used to identify students in the target category and should include both standardized and subjective assessments. For the intellectually gifted, measures on achievement and intelligence tests are appropriate with scores falling in the upper 2 to 3 percentiles of na-tional or local norms. High creative producers can be identified through the use of tests of creativity and creativity checklists. Judgments by professional personnel using more subjective instruments should be combined with standardized assessments of either intellectual or creative ability. Parents and other adults knowledgeable about a child's performance outside the school should be consulted. In the creative arts, potential or demonstrated ability can be assessed through the judgments of experts in the field through interviews and/or auditions. In selecting students for a gifted and talented program, the students' areas of interest, ability, and insight should be considered. What kind of staff should be employed? The selection of staff is a key fac-tor in the success of the program. Desirable characteristics for teachers of the gifted and talented student include demonstrated com-petency in general educational techniques such as development of individualized curricula, utilization of innovative techniques, use of strategies which encourage high levels of thinking, extensive knowledge of their subject area(s), along with such personal characteristics as self confidence, security, understanding, and a desire to work with gifted and talented students. Though often overlooked, stamina is a highly desirable factor, too. What objectives are appropriate for a program for the gifted and talented student? Objectives for the program should . be established at several levels of the design. These levels in-volve the program, the teacher, and the pupil. Defining objectives is an essential part of program develop-ment, as they often form the basis of evaluation. Program objectives 27 relate to the target population and anticipated development. Teacher objectives integrate more general program objectives with the specific needs of the students while tapping personal teacher strengths and in-terests. Pupil objectives are the vehicle through which the program goals are achieved. What program designs are commonly employed? • Centralized. This is a regional concept in programming which can serve the specialized needs of the gifted and talented student from a number of different school districts. A regional resource center is usual-ly established which offers a wide range of facilities and a staff of ex-perts in gifted and talented educa-tion. The center can specialize in one specific area of giftedness or provide options in many academic or talent categories. • Cluster. This also features a resource center, but offers services to students from several schools within a given district or from several districts. It may serve elementary students, secondary students, or a combination of the two. • Decentralized. The decen-tralized design offers programming for the gifted and talented within the local school and an itinerant teacher approach is often employed. This design may incorporate several ap-proaches to programming for the gifted and talented by making a teacher of the gifted available to consult with regular classroom teachers or to conduct demonstra-tion lessons. What resources exist for program planning? All areas are rich in resources. Each district should investigate those resources available for use with its program. Community resources within an area may en-compass all of the natural environ-ment and urban centers. Specialists in a number of occupations may reside in your community. Members of the local school staff may also constitute valuable human resources. How is curriculum for the program determined? The curriculum for a gifted and talented program is not a road map for the teacher to follow without making any detours. It is unique in every community and with every target population. However, there are some common elements upon which the curriculum should be based. It should focus on the development of skills which are beyond the scope of the regular classroom, and content should be in the student's area of interest. Sub-ject matter should be studied in its appropriate context, using the techniques of the field rather than engaging in an abstract exercise. It should also focus on the conceptual themes of important ideas rather than on the mere collection of new facts. Finally, the curriculum should include options which offer the stu-dent the freedom to explore. How are programs for the gifted and talented evaluated? Evaluation should be conducted at each program level where objec-tives were established. The objec-tives should be written in measurable terms or should cite the instrument which will be used in the evaluation. Both cognitive and af-fective assessments should be made in order to view the program from several perspectives. Evaluation can be formative, where data is col-lected throughout the operation of the program in order to point out areas which may need modifica-tions, or summative, which takes place at the conclusion of the pro-gram to determine end results. A combination of both types has proved to be most successful. RESOURCES For more information concerning programming for the gifted and talented student, contact the state consultant for the gifted and talented in your state department of education or write: The Council for Exceptional Children 1920 Association Drive Rest on, VA 22091 28 Additional reading in the area which may be helpful: Boston, Bruce 0. Gifted and talented: Developing elementary and secondary school programs. Heston, VA: The Council For Excep-tional Children, 1975. Ellis, Arthur S., & Ratner, Ronald, Decision-making man. St. Charles, IL: Aron Communications, 1976. Kaplan, Sandra N. Providing pro-grams for the gifted and talented. Heston, VA: The Council For Excep-tional Children, 1975. Mager, Robert F. Preparing in-structional objectives. Belmont, CA: Lear Siegler, Inc./Fearon Publishers, 1975. Maker, June C. Providing pro-grams for the gifted-handicapped. Heston, VA: The Council for Excep-tional Children, 1977. Martinson, Ruth A. The iden-tification of the gifted and talented. Heston, VA: The Council for Excep-tional Children, 1975. Prepared by Lynne D. Niro, Hamden, Connecticut. The material in this fact sheet was prepared pursuant to Contract Number 300-76-0530 from the Office of Gifted and Talented, US Office of Education, Department of Health, Education, and Welfare. However, the opi-nions expressed herein do not necessarily reflect the position or policy of one US Off ice of Education and no official endorsement by the US Off ice of Education should be infer-red. (1/78) MICHIGAN READING ASSOCIATION 2100 Pontiac Lake Rd. Pontiac, Michigan 48054 ' 1055 09-30-82 W~BSCHAT DR KAREN 2943 MIDDLEBURY LN BIRMINGHAM MI . .&.A()·I t1 Nonprofit Org . U.S . Postage PAID Permit No. 161 Pontiac , MI 

Developing Programs For The Gifted and Talented

https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=2328&context=mrj

Developing Programs For The Gifted and Talented

Abstract

Similar works

Full text

Available Versions

Scholarworks@GVSU