Kristen R. Stephens

State Definitions for the Gifted and Talented Revisited

Definitions of gifted and talented students have been in a state of evolution for some time. Many states rely on the federal interpretation as a guideline for establishing their definitions relating to gifted education. However, the federal definition has gone through a series of metamorphoses with the addition and deletion of various terms and components. This article presents a brief history of the transition of the federal definition for students who are gifted and talented, as well as a description of other definitions that have impacted state definitions. An overview of state definitions in 1990 and 1998 is also presented and analyzed.

Residential Math and Science High Schools: A Closer Look.

The development of state-supported residential math and science high schools has been a growing trend since the establishment of the first such school in North Carolina in 1978. These special schools continue to educate our nations most exceptional and talented students, with emphasis in the areas of math and science. Traditional high schools are often not able to accommodate these students with the variety of enrichment and accelerated experiences they need in order to advance to their full potential. This article provides an informative profile of the students, faculty, and curricula of each of the 11 state-supported, residential math and science high schools. The variety of programming models and extracurricular opportunities offered among the schools is also discussed.

Certification and specialized competencies for teachers in gifted education programs

T study of certification/ endorsement in gifted education has been a focus of professional interest for over two decades. Karnes and Collins (1977) found six states requiring from 9-18 semester hours of specialized courses at a college or university to teach the gifted (Alabama, Georgia, Louisiana, Mississippi, North Carolina, and West Virginia). Four years later, Karnes and Collins (1981) reported an increase of four states (California, Kansas, New Mexico, and Tennessee). In 1983, Karnes and Parker found a total of 13 states requiring specific courses to teach the gifted in specialized programs.

Federal and State Response to the Gifted and Talented

Federal and state response to the educational needs of gifted students has been intermittent and permissive. The lack of cohesive and comprehensive policies pertaining to identification and programming for these students has created a disparity in services within and across states. Broader education policies, such as those resulting from No Child Left Behind legislation have further directed attention away from the pursuit of cultivating exceptional talent and toward universal minimum proficiency. The purpose of this article is to (a) present the current status of gifted education policy at the federal and state levels, (b) consider the role recent reports might play in raising national awareness of the needs of gifted students, and (c) explore possible ideas for acquiring the support of policymakers in the future.

Gifted Education and Legal Issues

Once gifted children enter school, their parents soon realize the lack of accommodations that are available to address their children’s unique educational needs. With no federal protection under the law and with permissive legislation in many states, gifted children are not afforded the same safeguards as those children protected under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). This chapter will explore the legal processes (negotiation, mediation, due process, litigation) that parents can utilize in seeking appropriate identification and services for their gifted children. The efforts of the Office for Civil Rights (OCR) in resolving disputes pertaining to gifted students will also be discussed along with the role that legislation and court cases have had in policy development in gifted education.

Applicable Federal and State Policy, Law, and Legal Considerations in Gifted Education

This chapter provides an overview of the history of federal legislation that has influenced gifted education and presents the current status of gifted education policies in the USA. The legal processes that parents can use in seeking appropriate identification and services for their children are discussed along with a synthesis of case law pertaining to gifted education. The chapter concludes with an examination of the role of the Office for Civil Rights in resolving disputes and the presentation of several issues that may shape the future of gifted education policy.