Gifted & Talented

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Gifted students often come into the  classroom already knowing much of what is  going to be taught, or they learn “fast and  forever” and must wait for others to catch  up. Our goal for gifted and talented (GT)  students is to provide the appropriate level  of challenge so that they may continue to  learn and grow.

 Gifted students have unique academic and  social/emotional needs. If these needs are  not met, there is a loss: a loss to the student, a loss to the school, and a loss to society. The two most important things that families and schools must provide for gifted students are the appropriate level of academic challenge and the opportunity to spend time with other gifted students. 

Definition of Giftedness

Various definitions of giftedness have been offered.  Recently, the Columbus Group concluded that giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. Joseph Renzulli’s three-ring model of giftedness includes above average ability, a high level of creativity, and a high level of task commitment.

One of the most widely used definitions was commissioned by the U.S. Department of Education in 1972 and revised in 1988. It is known as the Marland definition: The term gifted and talented students means children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.

(Rimm, S., Siegle, D. & Davis, G.  [2017]. Education of the Gifted and Talented. 7th ed. London, Pearson Education.)​​​​

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