Gifted Education – Flashcards
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Affective Curriculum
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Focuses on person/social awareness and adjustment, and includes the study of values, attitudes, and self. Sometimes referred to as social-emotional curriculum.
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J.P. Guilford - Structure of Intellect -SOI
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Intelligence is viewed as comprising operations, contents, and products. There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioral). Since each of these dimensions is independent, there are theoretically 150 different components of intelligence.
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Trifocal Model treatment
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1. Assessment, 2. Communication, 3. Changing the Expectations of Important Others, 4. Role Model Identification, 5. Correcting Skill Deficiencies, 6. Modifications of Reinforcements at Home and School
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Kohlberg's six stages of moral development
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Precoventional, coventional, and postconventional
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Nominations for identification
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Teacher is most common but may be subject to "teacher-pleaser" bias. Teachers may be trained to perceive characteristics of giftedness. Parents--can provide valuable and valid information. Peer--may be especially helpful in identifying minority, disabled, and rural gifted students. Self--high recommended, especially at high school level.
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PRIDE, GIFT, GIFFI 1, AND GIFFI 2 INSTRUMENTS
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Inventories that personality, behavioral, and biographical information.
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TALENT (To Aid Gifted and High-Ability Learners by Empowering the Nation's Teachers Act ) Act
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Proposed legislation. Components: *Supporting Educator Development to Ensure Academic Growth for High-Ability Students • *Confronting and Addressing the National Excellence Gap *Providing Public Transparency of Student Achievement Data *Continuing Research and Dissemination on Best Practices in Gifted Education Provisions included in ESSA (2015)
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Colloquium
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An approach for administering gifted education to high school level students. Similar to acceleration in that it enables students to take advanced classes more commensurate with their ability. High schools that offer it typically do so through a combination of Advanced Placement (AP) courses, projects, in depth study and subject grouping. For example, a gifted student participating may take an AP Biology and AP Chemistry class while completing a course specific project in biology or chemistry. Some schools only offer AP courses, while others will provide AP courses along with advanced classes and projects in other skill and subject specific areas.
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Cluster Grouping
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The gathering of four to six gifted and talented and/or high achieving students in an otherwise heterogeneous classroom for the entire school day. Teachers are specially trained in differentiating for gifted learners. Typically used in upper elementary grades.
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Quantitative data
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Deals with numbers. Data which can be measured. Length, height, area, volume, weight, speed, time, temperature, humidity, sound levels, cost, members, ages, etc. Quantitative ? Quantity
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Qualitative Data
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Deals with descriptions. Data can be observed but not measured. Colors, textures, smells, tastes, appearance, beauty, etc. Qualitative ? Quality
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Triangulation
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A powerful technique that facilitates validation of data through cross verification from two or more sources. In particular, it refers to the application and combination of several research methods in the study of the same phenomenon. It can be used in both quantitative (validation) and qualitative (inquiry) studies. It is a method-appropriate strategy of founding the credibility of qualitative analyses. It becomes an alternative to traditional criteria like reliability and validity. It is the preferred line in the social sciences. By combining multiple observers, theories, methods, and empirical materials, researchers can hope to overcome the weakness or intrinsic biases and the problems that come from single method, single-observer and single-theory studies.
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Curriculum compacting-steps
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1. Select relevant learning objectives in a subject area or grade level, 2. Find an appropriate way to pretest the learning objectives, 3. Identify students who should take the pretests, 4. Pretest students to determine mastery levels, 5. Streamline practice or instructional time for students who show mastery of the objectives, 6. Provide small group or individualized instruction for students who have not yet mastered all the objectives, but are capable of doing so more quickly than their classmates, 7. Offer academic alternatives for students whose curriculum has been compacted, 8. Keep records of the compacting process and instructional options for compacted students
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Baldwin Identification Matrix
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Like the FTAP, intended to make identification of minority students more equitable. Scores and ratings on cognitive, psychosocial, creative products, psychomotor, and motivation areas. Also uses IQ and achievement tests.
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Growth/fixed mindset
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Carol Dweck; coined the terms to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
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Multiple intelligences
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Gardner, 1999; linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, and naturalistic.
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Purdue Academic Rating Scales; Purdue Vocational Rating Scales
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Identification procedures and ratings for middle and high school students. Five academic and four vocational scales.
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Talent Pool Identification Plan
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Renzulli; inclusive identification procedure; casts a "wider net." Relies on several different types of nominations.
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Triarchic Abilities Test (TAT)
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Set of tests in three domains (verbal, quantitative, and figural) and two response modes (multiple choice and essay). Measures analytic-verbal, practical-quantitative, and creative-figural intelligence.
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DISCOVER
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Maker, 1996; performance-based identification process to help identify minority gifted students. Evaluates "the ability to solve complex problems in effective, efficient, elegant, and economical ways." Draws on Gardner's multiple intelligences; uses five activities to evaluate spatial, linguistic, and logical-mathematical intelligences. Takes a long time to administer--2.5 hours.
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Stanford-Binet Intelligence Scale
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2003 SB5; From the original Binet-Simon test. Has 10 subtests divided equally between verbal and visual tests: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. Not timed. Tends to give lower scores than the WISC-IV.
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A Nation Deceived: How Schools Hold Back America's Brightest Students
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2004; a national research-based report on acceleration strategies for advanced learners is published by the Belin-Blank Center at the University of Iowa.
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No Child Left Behind Act (NCLB)
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2002; passed as the reauthorization of the Elementary and Secondary Education Act. The Javits program is included in NCLB, and expanded to offer competitive statewide grants. The definition of gifted and talented students is modified again: Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.
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National Excellence : The Case for Developing America's Talent
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1993; issued by the U.S. Department of Education, outlines how America neglects its most talented youth. The report also makes a number of recommendations influencing the last decade of research in the field of gifted education.
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Jacob Javits Gifted and Talented Students Education Act
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1988; part of the Reauthorization of the Elementary and Secondary Education Act (ESEA). Instead of funding district-level gifted education programs, it instead has three primary components: the research of effective methods of testing, identification, and programming, which is performed at the National Research Center on the Gifted and Talented; the awarding of grants to colleges, states, and districts that focus on underrepresented populations of gifted students; and grants awarded to state and districts for program implementation.
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A Nation at Risk
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1983; reports scores of America's brightest students and their failure to compete with international counterparts. The report includes policies and practices in gifted education, raising academic standards, and promoting appropriate curriculum for gifted learners.
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National Defense Education Act
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1958. This is the first large-scale effort in gifted education by the federal government.
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Sputnik
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1957, USSR launches, sparking the United States to reexamine its human capital and quality of American schooling particularly in mathematics and science. As a result, substantial amounts of money pour into identifying the brightest and talented students who would best profit from advanced math, science, and technology programming.
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William Torrey Harris
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Superintendent of public schools for St. Louis, institutes the earliest systematic efforts in public schools to educate gifted students.
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Lulu Stedman
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Establishes an "opportunity room" for gifted students within the University Training School at the Southern Branch of the University of California.
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Henry Goddard
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Studies in France with Binet and is introduced to the Binet-Simon measurement scales. Subsequently, he ferries the test back to American in order to translate it into English and disseminate it to American educators and psychologists.
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Lewis Terman
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The "father" of the gifted education movement, publishes the Stanford-Binet, forever changing intelligence testing and the face of American education. In 1921, begins what has remained the longest running longitudinal study of gifted children with an original sample of 1,500 gifted children. 1925, publishes Genetic Studies of Genius, concluding that gifted students were: (a) qualitatively different in school, (b) slightly better physically and emotionally in comparison to normal students, (c) superior in academic subjects in comparison to the average students, (d) emotionally stable, (e) most successful when education and family values were held in high regard by the family, and (f) infinitely variable in combination with the number of traits exhibited by those in the study. This is the first volume in a five-volume study spanning nearly 40 years.
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Alfred Binet
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French; with Simon, develops a series of tests to identify children of inferior intelligence for the purpose of separating them from normally functioning children for placement in special classrooms. Their notion of mental age revolutionizes the science of psychological testing by capturing intelligence in a single numerical outcome.
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Sir Francis Galton
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His seminal work, Hereditary Genius, is published in 1869, indicating that intelligence was passed through successive generations. His biographical study of over 400 British men throughout history leads him to conclude through statistical methods that intelligence was derived from heredity and natural selection. Believed that intelligence is related to the keenness of one's senses.
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Definitions of giftedness
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Federal: Marland Report (1972): "Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and services beyond those normally provided by the regular school program in order to realize their contribution to self and society." Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas: 1. General intellectual ability 2. Specific academic ability 3. Creative or productive thinking 4. Leadership ability 5. Visual and performing arts 6. Psychomotor ability No Child Left Behind (2002): "Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." [Title IX, Part A, Definition 22. (2002)] ESSA (2015) retains the 2002 definition. Many states and districts follow the federal definition.
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Reliability
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Refers to the accuracy of a test or the test-retest consistency.
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National Report on Identification
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1982; endorsed the US Dept. of Education's multidimensional definition of giftedness. Procedures should be equitable, designed in the best interests of students, and designed to identify as many gifted learners as possible. Identified questionable practices such as limiting selection to high-achieving students and recommended using formal and informal procedures. Includes a list of 60 instruments, annotated.
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Validity
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The degree to which the instrument measures what it is supposed to measure.
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The Bell Curve
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1994 book by psychologist Richard J. Herrnstein and political scientist Charles Murray, in which the authors argue that human intelligence is substantially influenced by both inherited and environmental factors and is a better predictor of many personal dynamics, including financial income, job performance, birth out of wedlock, and involvement in crime than are an individual's parental socioeconomic status, or education level. They also argue that those with high intelligence, the "cognitive elite", are becoming separated from those of average and below-average intelligence. The book was controversial, especially where the authors wrote about racial differences in intelligence and discussed the implications of those differences.
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Every Student Succeeds Act (ESSA)
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2015 legislation that revised and reauthorized the federal K-12 education law known as the Elementary and Secondary Education Act of 1965 (ESEA). Prior to 2015, the law was referred to as No Child Left Behind. Includes new provisions, taken from the TALENT Act, that support gifted and talented students. (NAGC)
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Asynchronous development
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A term used to describe disparate rates of intellectual, emotional, and physical rates of growth or development often displayed by gifted children.
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Bloom's Taxonomy
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Developed in 1956; often used to develop curriculum for gifted children. There are six levels that move from basic to high levels of thinking. The original levels included knowledge, comprehension, application, analysis, synthesis, and evaluation. Later updated to reflect 21st-century skills, with the levels changing to remembering, understanding, applying, analyzing, evaluating, and creating.
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Common Core State Standards
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A set of academic standards in mathematics and English language arts/literacy (ELA) proposed in 2013 that outline what a student should know and be able to do at the end of each grade. The standards place emphasis on helping students obtain skills and knowledge necessary to succeed in college and careers.
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Concurrent or Dual Enrollment
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Most often refers to high school students taking college courses, often for college credit. Viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. The terms may also be used to refer to middle grade students taking high school courses and earning credit toward graduation.
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Creativity
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The process of developing new, uncommon, or unique ideas. The federal definition of giftedness identifies creativity as a specific component of giftedness.
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Criterion-Referenced Testing
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An assessment that compares a student's test performance to his or her mastery of a body of knowledge or specific skill rather than relating scores to the performance of other students.
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Culturally and Linguistically Diverse Students (CLD)
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Students, including those of black, Hispanic, and Asian descent, those learning English as a second language, and those from low socioeconomic backgrounds. Often, these students are considered as being underrepresented in gifted programming.
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Curriculum Compacting
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Involves analyzing an assigned curriculum unit, determining which parts of it a student has already mastered, and providing replacement strategies so that the student can complete the unit without repeating this already-mastered material. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Not only saves time, but also reduces student boredom and apathy.
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Differentiation
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Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom.
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Enrichment
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Activities that add or go beyond the existing curriculum. They may occur in the classroom or in a separate setting such as a pull-out program.
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Heterogeneous Grouping
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Grouping students by mixed ability or readiness levels. A teacher is expected to meet there a broad range of student needs or readiness levels. Also referred to as inclusion or inclusive classrooms.
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Homogeneous Grouping
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Grouping students by need, ability, or interest. Although variations between students exist, the intent of this pattern is to restrict the range of student readiness or needs that a teacher must address.
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Combined classes
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Combines two adjacent grades. While not, in and of itself, a practice designed for acceleration, in some instances this placement can allow younger students to interact academically and socially with older peers.
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Subject-matter acceleration/partial acceleration
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This practice allows students to be placed with classes with older peers for a part of the day (or with materials from higher grade placements) in one or more content areas. Requires the cooperation of teachers in subsequent grades, so that the student is not forced to repeat the material.
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Identification
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The process of determining students qualified for gifted or advanced programming; most commonly occurs through the use of intelligence or other testing. Many researchers place emphasis on using multiple pathways, adding teacher, parent, or peer nominations or authentic assessments such as portfolios of student work to the process.
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Inclusion/Inclusive Classroom
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Contains students of varying ability levels.
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Intelligence Quotient (IQ)
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A numerical representation of intelligence. Derived from dividing mental age by the chronological age times 100. Traditionally, an average is considered to be 100.
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Learning Styles/Learning Preferences
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Preferred way(s) in which individuals interact or process new information across the three domains of learning identified in the taxonomy of education objectives: cognitive (knowledge), psychomotor (skills), and affective (attitude). How one learns best.
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Magnet Schools
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A public school program that focuses on a specific learning area such as math, science, technology, or the performing arts. Established to meet the specific learning needs of the gifted.
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Norm-Referenced Testing
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An assessment that compares an individual's results with a large group of individuals who have taken the same assessment (who are referred to as the "norming group"). Examples include the SAT and Iowa Tests of Basic Skills.
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Problem-Based Learning (PBL)
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A curriculum and instruction model that asks students to solve real-world, complex, or open-ended problems by using research, decision-making, creative and critical thinking, and other 21st-century skills.
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Pull-Out Program
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A program that takes a student out of the regular classroom during the school day for special programming.
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Response to Intervention (RtI)
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A general education method to identifying and serving students with diverse educational needs, particularly those children with disabilities.
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Social-Emotional Needs
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Gifted and talented students may have affective needs that include heightened or unusual sensitivity to self-awareness, emotions, and expectations of themselves or others, and a sense of justice, moral judgment, or altruism. Counselors working in this area may address issues such as perfectionism, depression, low self-concept, bullying, or underachievement.
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Talent Search
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A special program that uses out-of-level testing (commonly the SAT or ACT) to identify high-potential students and allow them to participate in a variety of out-of-school activities. These may occur in the form of Saturday or summer courses or distance learning programs.
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Telescoping
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The student is provided instruction that entails less time than is normal (e. g., completing a one-year course in one semester, or three years of middle school in two). Differs from curriculum compacting in that time saved results in advanced grade placement.
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Underachieving/ Underachievement
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A term used to describe the discrepancy between a student's performance and his or her potential or ability to perform at a much higher level.
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Ability Grouping
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When students of a similar ability or achievement level are placed in a class or group based on observed behavior or performance. Not the same as tracking.
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Interest based
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Allow students to work on projects in area of interest to...
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Rimm's Trifocal Model
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For underachievement: Cause 1: The pressures of giftedness, low self-efficacy, the lack of resilience in competition. Cause 2: Inappropriate classroom environment (low effort + high outcome / high effort + low outcome / low effort + low outcome), Cause 3: Inappropriate parenting style (Authoritarian / Permissive Indulgent)
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Social and educational networks for gifted and talented students.
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Support and networking for GT students and their parents for academic and social problems and issues--especially beneficial during students' adolescence.
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Levels of Giftedness
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gifted or moderately gifted (G or MG) 130-138 130-145 124-133 130 - 145 (132-148 SB-4) highly gifted (HG) 138-145 145-160 133-145 145 - 160 (148-164 SB-4) exceptionally gifted (EG) 145-152 160+ 145+ 160 - 180 (SB L-M only) profoundly gifted (PG) 152-160 175+ 145++ 180 and above (SB L-M only)
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Davidson Institute for Talent Development
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An American nonprofit organization established by former educational software entrepreneurs. The organization's mission is to support the needs of profoundly gifted children through information resources, networking and educational opportunities, family support, advocacy, and scholarships.
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Gifted Child Quarterly
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"Premier scholarly journal for the National Association for Gifted Children (NAGC)." Publishes original research and new and creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Each issue offers quantitative and qualitative research studies that explore the characteristics of gifted students, program models, curriculum and other important areas that maximize the development and education of gifted students.
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National Association for Gifted Children
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Founded 1954; supports and develops policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. Supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students.
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Intelligence
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The ability to learn, reason, and problem solve. Debate revolves around its nature as to whether it is an innate quality or something that is developed as a result of interacting with the environment. Many researchers believe that it is a combination of the two.
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Torrance Tests of Creative Thinking
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Most widely used creativity test for identifying the creatively gifted. Two components: Figural and Verbal. These tests invite examinees to draw and give a title to their drawings (pictures) or to write questions, reasons, consequences and different uses for objects (words). The Figural TTCT: Thinking Creatively with Pictures is appropriate at all levels, kindergarten through adult. It uses three picture-based exercises to assess five mental characteristics: • fluency • resistance to premature closure • elaboration • abstractness of titles • originality The Figural TTCT scores for the mental characteristics listed above as well as for the following creative strengths:• emotional expressiveness • internal visualization • storytelling articulateness • extending or breaking boundaries • movement or action • humor • expressiveness of titles • richness of imagery • synthesis of incomplete figures • colorfulness of imagery • synthesis of lines or circles • fantasy • unusal visualization Appropriate for first graders through adults, the Verbal TTCT: Thinking Creatively with Words uses six word-based exercises to assess three mental characteristics: • fluency • flexibility • originality These exercises provide opportunities to ask questions, to improve products, and to "just suppose."
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ELLs gifted identification
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Procedures done using a range of assessments in various subject areas in students' primary language.
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Frasier Talent Assessment Profile
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Seeks to make assessment fair to disadvantaged and minority groups. Based on 10 characteristics of gifted persons: high motivation, special interests, communication talent, problem solving, memory, inquiry, insight, reasoning, imagination/creativity, and humor. Includes objective and subjective data such as achievement tests and performance data, as well as observational and referral information.
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Ceiling effect
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Occur when the child's knowledge goes beyond the limits of the test. In order to assess the full strength of a gifted child's abilities, test items must be of sufficient difficulty. "...psychologists working with gifted children recommend above-level testing—assessing their achievements using tests designed for students some years older."
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Critical thinking
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The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
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Naglieri Nonverbal Ability Test (NNAT)
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Assesses nonverbal reasoning and general problem solving skills in children. Considered culturally neutral as it contains minimal use of language and directions, and does not require reading, writing, or speaking. Instead, it incorporates abstract shapes and designs, which allow for unbiased scoring regardless of a child's primary language, education, and socioeconomic background. The use of only two colors (yellow and blue) contributes to the unbiased nature of the test for students with minimal color vision impairment.
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Wechsler Intelligence Scales (WISC-IV)
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Most popular individual tests for identification of giftedness. Also used for identifying 2e students. Contains 10 core subtests and 5 additional subtests. These are summed to four indexes (the Verbal Comprehension Index, the Perceptual Reasoning Index, the Working Memory Index and the Processing Speed Index) and one Full Scale IQ (FSIQ) which ranges from lowest 40 to highest 160 points. Subtests are given for additional examination of processing abilities. The age range for this test is between 6 years and 16 years 11 months. Areas of working memory and processing speed are often weak in gifted people and much less related to g. Mean is 100, scores of 130 and above are considered gifted.
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Woodcock-Johnson Tests of Achievement (WJ IV)
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Individual achievement tests. Commonly recommended due to high ceilings. Assess abilities in the areas of reading, math, and oral and written language. Mean of 100. Scores of 130 or above indicate giftedness.
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Stanford Achievement Tests (SAT)
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Used to measure academic knowledge of elementary and secondary school students. The reports include narrative summaries, process and cluster summaries, and graphic displays to clarify the student's performance and guide planning and analysis. Administrators obtain critical data to document and monitor the progress of all children and to disaggregate results according to federal mandates. Teachers receive specific information to support instructional planning for individual students and the class as well as to improve their teaching. Parents better understand their child's achievement level and get direction for home involvement. Standardized tests that may have low ceilings.
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Culturally responsive pedagogy and practices
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Teachers should be trained in to recognize gifted students from diverse cultures. Promotes equitable access to gifted education programs.
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Progress monitoring
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A scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction. Can be implemented with individual students or an entire class. The student's current levels of performance are determined and goals are identified for learning that will take place over time. The student's academic performance is measured on a regular basis (weekly or monthly) by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Essential to effective content acceleration.
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Scale for Identifying Gifted Students (SIGS)
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A norm-referenced rating scale designed to assist school districts in the identification of students as gifted. Assesses seven areas: general intellectual ability, language arts, mathematics, science, social studies, creativity, and leadership; each area is assessed at home and at school.
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Traditionally underserved populations
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Include students with culturally and linguistically diverse backgrounds and underachieving, socioeconomically disadvantaged, and disabled students. Frequently go unidentified and need specific provisions for identification that go beyond traditional intelligence and achievement testing.
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GT Philosophy and Rationale
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Position statement that describes why a gifted education program is necessary and outlines goals. Explains how students will be identified and served, the type of program that will be implemented, the types of services offered, and identifies successful outcomes. Guides decision making.
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Vertical curriculum planning
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Developing and implementing an aligned program aimed at helping students acquire academic skills/knowledge. Focuses on providing continuity in the curricula; relies on communication and collaboration between grade levels to ensure there are no overlaps or gaps in content coverage.
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Leta Hollingworth
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Psychologist who believed educational and environmental factors, not just inheritance, played a role in giftedness and focused on how to nurture giftedness and educate gifted children. 1922, begins the Special Opportunity Class at P. S. 165 in New York City for gifted students. This class would yield nearly forty research articles, a textbook, and blueprints for Hollingworth's work at P. S. 500, the Speyer School. 1926, publishes Gifted Children: Their Nature and Nurture, which is considered to be the first textbook on gifted education.
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Robert Sternberg
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Psychologist who developed the triarchic model of intelligence, which categorizes intelligence into three parts: Analytical intelligence, the ability to complete academic, problem-solving tasks, such as those used in traditional intelligence tests. These types of tasks usually present well-defined problems that have only a single correct answer. Creative or synthetic intelligence, the ability to successfully deal with new and unusual situations by drawing on existing knowledge and skills. Individuals high in creative intelligence may give 'wrong' answers because they see things from a different perspective. Practical intelligence, the ability to adapt to everyday life by drawing on existing knowledge and skills. Practical intelligence enables an individual to understand what needs to be done in a specific setting and then do it.
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Triarchic model
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Developed by Robert Sternberg: analytical, creative or synthetic, and practical intelligence.
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Marland Report
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1972 report to the Congress of the United States which contains a widely known definition of giftedness of children. It is the first national report on gifted education. One of its most compelling major findings was: "Gifted and Talented children are, in fact, deprived and can suffer psychological damage and permanent impairment of their abilities to function well which is equal to or greater than the similar deprivation suffered by any other population with special needs served by the Office of Education (pp. xi-xii)."
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Acceleration
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The advancement of gifted students in subjects at a rate that places them ahead of where they would be in the regular school curriculum. Because it provides students with level-appropriate material, it has been described as a "fundamental need" for gifted students. Although the bulk of educational research has been within the United States, the practice occurs worldwide.
