Title of Presentation or Performance

Effective Practices in Gifted Education

Presenter and Advisor Information

Hannah E. Heraty, Illinois Wesleyan UniversityFollow

Type of Submission (Archival)

Pre-recorded Poster

Area of Study or Work

Educational Studies

Zoom Meeting

https://us02web.zoom.us/j/85138860792?pwd=VVFMcEJuenBhcUt2K1QvSVhBZmU1UT09

Faculty Advisor

Leah Nillas

Expected Graduation Date

2021

Start Date

4-10-2021 9:30 AM

End Date

4-10-2021 9:35 AM

Abstract

Gifted students are individuals who demonstrate achievement in specific academic fields who need services not ordinarily provided by schools to fully develop capabilities (U.S. Department of Education, 2019). The curriculum of gifted education is an evolving aspect of today’s educational system. This research synthesis develops a conceptual framework focusing on what makes practices in gifted education effective. This study critically examines existing practices of gifted education, the representation and needs of diverse students in gifted education, and how gifted education affects students in different schools. In successful gifted programs, there is a differentiated curriculum that follows specific guidelines of the National Association for Gifted Children (NAGC) but it is the responsibility of the classroom educators to determine what content and concepts students have mastered upon their entry into each year of school. Additionally, this research explores future implications for gifted education and how there needs to be proper resources available for gifted students as well as advocates, such as school psychologists, who can properly advise classroom teachers regarding next steps in instruction and appropriate enrichment opportunities for gifted students (Shaunessy-Dedrick & Lazarou, 2020). Overall, participation in gifted and talented programs varies by state in the United States, but more needs to be done to ensure equity in access to services as well as the quality of those available.

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Apr 10th, 9:30 AM Apr 10th, 9:35 AM

Effective Practices in Gifted Education

Gifted students are individuals who demonstrate achievement in specific academic fields who need services not ordinarily provided by schools to fully develop capabilities (U.S. Department of Education, 2019). The curriculum of gifted education is an evolving aspect of today’s educational system. This research synthesis develops a conceptual framework focusing on what makes practices in gifted education effective. This study critically examines existing practices of gifted education, the representation and needs of diverse students in gifted education, and how gifted education affects students in different schools. In successful gifted programs, there is a differentiated curriculum that follows specific guidelines of the National Association for Gifted Children (NAGC) but it is the responsibility of the classroom educators to determine what content and concepts students have mastered upon their entry into each year of school. Additionally, this research explores future implications for gifted education and how there needs to be proper resources available for gifted students as well as advocates, such as school psychologists, who can properly advise classroom teachers regarding next steps in instruction and appropriate enrichment opportunities for gifted students (Shaunessy-Dedrick & Lazarou, 2020). Overall, participation in gifted and talented programs varies by state in the United States, but more needs to be done to ensure equity in access to services as well as the quality of those available.