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Current state practices in educating students who are gifted and talented∗

1991; Routledge; Volume: 14; Issue: 1 Linguagem: Inglês

10.1080/02783199109553375

1940-865X

Miriam Adderholdt‐Elliot, Kate Algozzine, Bob Algozzine, Kay F. Haney,

Parental Involvement in Education

In most states, more gifted and talented students are served each year than any other group of exceptional students other than those with learning disabilities (Ysseldyke & Algozzine, 1990). For this survey, information about identification practices, the nature of certification programs, and the history of providing services and special funding to gifted students was requested from chief state program administrators. Directors of gifted and talented programs in 38 states responded to the Gifted Practices Survey. Most states began providing special support for gifted and talented students after 1970; federal assistance to these special education programs ended in 1981. As demonstrated in previous research, most states reported using a widely known definition (Marland, 1972) in identification practices. In most states, program administrators reported that regular classroom teachers and teachers of gifted students participate in identification practices; school psychologists, prinicipals, and parents participate to a lesser extent and special education teachers are reportedly the least involved in identifying gifted and talented students. A variety of information sources is used to decide whether students are qualified for special class placements. In general, states appear to be engaging in expected best practices. Notes This research was supported in part with funding from the Jacob K. Javits Gifted and Talented Education Program. The opinions are those of the authors and do not represent an agency perspective.