The concept of giftedness and gifted education has existed for centuries, though the formal identification and support of gifted students in schools is a relatively recent phenomenon. Giftedness refers to having exceptional talents or abilities compared to same-aged peers. While there is no consensus on an exact definition, giftedness often manifests as exceptionally high capability in areas like intellectual, creative, artistic, leadership or academic fields.
When did gifted education start?
Though gifted education may seem like a modern concept, its origins can be traced back thousands of years. Here is a brief overview of the history of gifted education:
- In ancient Greece, Socrates and Plato discussed ideas around developing the abilities of intellectually gifted young men.
- In China’s Tang Dynasty (618-907 AD), child prodigies were cultivated in the imperial court.
- During the Renaissance era (14th-17th century), nobility and aristocrats selectively educated gifted young males.
- In 18th century Europe, academically gifted students attended specialized schools.
- In 1868, William Torrey Harris started the first public school program for gifted children in St. Louis, Missouri.
- The development of intelligence testing in the early 1900s led to identifying and grouping students by ability.
- In the 1920s, American psychologist Leta Hollingworth began specialized classes for gifted students.
- The launch of Sputnik in 1957 increased focus on gifted education in math and science.
- The Marland Report in 1972 defined giftedness and made recommendations for supporting gifted learners.
- Federal legislation like the Jacob Javits Gifted and Talented Act increased funding and awareness.
- Most states now have mandates for identifying and serving gifted learners.
While gifted education has ancient roots, many key developments have occurred in just the past 150 years. The government’s role expanded in the 20th century as public schooling became standardized and the needs of exceptional learners received more focus. Ongoing advocacy by researchers and educators continues to shape gifted education today.
How are gifted students identified?
There are a few common methods used to identify gifted students:
- Intelligence tests – Individual or group tests that measure intellectual aptitude, such as the Wechsler Intelligence Scale for Children (WISC) or the Naglieri Nonverbal Ability Test.
- Achievement tests – Assess mastery of skills and content in areas like math, reading, writing, science or social studies.
- Gifted rating scales – Used by teachers and parents to assess characteristics associated with giftedness.
- Portfolios/performance – Review of student work samples or demonstrated talents.
- Teacher/parent nomination – Recommendation from those familiar with the child’s abilities.
Since giftedness can manifest in many ways, a comprehensive identification approach looks at both quantitative test scores and qualitative evidence of exceptionality. Many schools use multiple measures rather than relying on a single test score.
How prevalent are gifted students?
Estimates of giftedness prevalence vary widely due to factors like inconsistent definitions and identification methods. According to the National Association for Gifted Children (NAGC), most experts estimate the incidence of giftedness between 3-5% of the general population when using fairly stringent IQ cutoff scores. Some key statistics include:
- The “Sixth Mental Measurements Yearbook” estimated about 3-5% fall in the gifted range on intelligence tests.
- The Marland Report to Congress in 1972 estimated 5% were gifted.
- More recent estimates suggest around 3-7% meet stringent IQ thresholds for giftedness.
- Estimates rise to 15-20% or more when using broader conceptions of giftedness that go beyond test scores.
Giftedness appears across diverse populations, though gifted programs still tend to disproportionately underrepresent historically marginalized groups. Equitable identification practices are needed to ensure all gifted students have opportunities suitable for their abilities.
How are gifted students supported in schools?
Common program models and strategies used in gifted education include:
- Pull-out programs – Students leave class for special sessions with a gifted teacher.
- Separate classes – Students are grouped in gifted-only classes for core subjects.
- Cluster grouping – Small groups of gifted students are clustered in mixed ability classes.
- Acceleration – Students move through material at an accelerated pace or grade-skip.
- Enrichment – Curriculum is supplemented with additional depth and complexity.
- Differentiation – Teachers tailor instruction to account for varying ability levels.
- Dual enrollment – Students take high school and college courses concurrently.
- Magnet schools – Schools specialize in gifted education.
The appropriate model depends on student needs and school resources. Many schools use a combination of approaches to support diverse gifted populations. The key is providing engaging curriculum at an appropriate level of challenge.
What are common characteristics of gifted students?
Gifted students may exhibit exceptional capabilities in intellectual, creative, artistic, leadership or academic domains. Common characteristics include:
- High ability to learn ideas quickly with less repetition
- Advanced comprehension and vocabulary
- Exceptional memory
- Curiosity and enthusiasm for learning
- Ability to make connections and synthesize complex ideas
- Advanced problem-solving skills
- Capacity for intense concentration and focus
- Early verbal skill development
- Perfectionism and idealism
- Keen observational skills
However, gifted students are still a diverse group with a wide range of individual personalities, strengths and challenges. Not all exhibit identical traits or require the same supports. Awareness of their unique socio-emotional needs is also important.
What are some criticisms of gifted education?
Some common criticisms and controversies regarding gifted education include:
- Elitism – Concerns about privileged treatment or exclusivity for already advantaged students.
- Funding – Debates around allocating limited resources to smaller groups of high achievers.
- Overrepresentation – Underrepresentation of disadvantaged populations in gifted programs.
- Labels – Concerns about labeling students and potential stereotyping.
- Mixed research – Questions around the value of specialized gifted programs vs inclusive classrooms.
- Social isolation – Pulling students out may hamper social development.
- Curriculum – Programs sometimes lack sufficient structure or alignment.
- Teacher training – Many teachers have limited gifted training.
While criticisms should prompt reflection on improving practices, most experts maintain that gifted learners have unique needs warranting specialized support and education.
What are common gifted education policies in schools?
Policies guiding gifted education vary between states, districts and schools. But some common components include:
- Mandated identification procedures using multiple criteria.
- Due process policies for placement into and exit from gifted programs.
- Required training for teachers working with gifted students.
- Curriculum and instruction requirements, such as differentiation.
- Policies to increase underrepresented populations in gifted programs.
- Specified options for acceleration or enrichment.
- Program evaluation requirements.
- Funding formulas or reimbursement for gifted education expenses.
While federal legislation provides guidance, most policy decisions happen at the state and local level. Policies should aim to establish consistent, equitable and high-quality gifted programming.
What educational models best serve gifted learners?
Expert opinions differ on optimal gifted program models. Some argue specialized self-contained classes allow greater curricular alignment, while others contend inclusive models with sufficient differentiation prevent elitism and isolation. Hybrid approaches are often viewed as a compromise. According to NAGC, the most effective model depends on factors like:
- Student needs and abilities
- School resources and staffing
- Teacher training in differentiation
- Curriculum quality and flexibility
- Social considerations and peer effects
- Logistical constraints
Rather than a one-size-fits-all approach, the ideal model incorporates elements to meet diverse gifted learner needs within local circumstances. Ongoing student assessment and program evaluation help maximize effectiveness.
What are some organizations supporting gifted education?
Some leading organizations that provide advocacy, research, resources and support for gifted education include:
- National Association for Gifted Children (NAGC)
- Council for Exceptional Children (CEC)
- Supporting Emotional Needs of the Gifted (SENG)
- Gifted Child Society (GCS)
- National Society for the Gifted and Talented (NSGT)
- World Council for Gifted and Talented Children
- State/local associations for gifted children
These organizations host conferences, publish journals, provide curriculum and professional development, set standards, and work with policymakers to advance gifted education. They empower teachers, parents and other stakeholders to better serve unique needs of gifted learners.
Conclusion
While recognizing and responding to giftedness has an ancient history, formal gifted education in schools is still emerging and evolving. Ongoing research around identification tools, programming models and curriculum help shape policies and best practices. Most experts argue that gifted students have distinct learning needs warranting specialized support and services. However, programs must also ensure equity, diversity and inclusion. With informed policies and knowledgeable educators, gifted education can empower exceptional students to reach their potential and benefit society.