Gifted and Talented Program Admissions Needed...

Gifted and Talented Program Admissions: Needed Improvements and Reforms Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In How People Learn, Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and†¦show more content†¦These areas are: General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual and performing arts Psychomotor ability (Eby and Smutny, 1990, p. 4) The United States Congress has slightly altered the definition of giftedness presented in 1972, mainly to remedy the problem that talent was being too narrowly defined, but even in recent revisions the first five characteristics listed in the Marland Report remain almost exactly the same, the only one that has been removed is the sixth: psychomotor ability. This last characteristic was removed from the list because officials felt that school athletic programs could meet students’ needs in that specific area and that gifted and talented programs should be instituted to help develop skills and capabilities which are not being satisfactorily provided by a school’s standard curriculum and programs (Eby and Smutny, 1990, p. 5). Defining these five or six areas as the guidelines for evaluating talent is not problematic. What is troublesome is that most gifted and talent program admissions are based on a high stakes type of IQ test, rather than any combination of the character istics decided by US officials to define talent (Shore, Cornell, Robinson, and Ward, 1991, p. 42). Although using one IQ based test for admittanceShow MoreRelatedIntroduction. A Resounding â€Å"Thank You† Is Directed Toward1514 Words   |  7 Pagesparents of â€Å"over-achievers whose children are often in gifted and talented in classrooms† (Rees, 2015). The other end rests the opposition, a mix of public school parents and teachers, who say the CCSS requires â€Å"too much focus on testing, stifles creativity, violates state rights, and is just too difficult for students† (Shanahan, 2015). The opposition believes CCSS makes it more difficult for gifted students to stand out for college admissions. 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