Guiding Principles

Programs for gifted children fit into the array of special programs available for all exceptional children. These programs reflect individual differences, equal educational opportunity and desire for the optimal development of each child. Programs that are based on sound philosophical, theoretical and empirical foundations are those most likely to benefit gifted students.

The guiding principles for planning and implementing programs for the gifted include the following:

The local school district is primarily responsible for identifying all "children with exceptionalities" which means "children of school age who have a disability or who are gifted and who, by reason thereof, need specially designed instruction exceptional children and developing educational programs to meet their needs." (24 P.S. §13-1371(1))

Like all exceptional children, the gifted student possesses special characteristics that significantly affect that student's ability to learn. In order to provide a meaningful benefit, the gifted student's curriculum must be appropriately modified on an individual basis.

Enable the provision of appropriate specially designed instruction based on the student's need and ability. (22 Pa. Code §16.41(b) (2))

The key to challenging the gifted student is the connection between instruction and individual cognitive and affective behaviors. The emphasis in special programs for these students should be on the stimulation of the cognitive processes of creativity, originality, problem solving and complexity (increasing content depth and sophistication).

The student is thought to be gifted because the school district's screening of the student indicates high potential consistent with the definition of mentally gifted or a performance level which exceeds that of other students in the regular classroom. (22 Pa. Code §16.22)

A Gifted Individualized Education Plan is a written plan describing the education to be provided to a gifted student. The initial Gifted Individualized Education Plan must be based on and be responsive to the results of the evaluation and be developed and implemented in accordance with this chapter. (22 Pa. Code §16.22 and §16.32)

The Gifted Multidisciplinary Evaluation and Present Levels of Educational Performance must be sufficient in depth and breadth (scope) to provide the framework for a comprehensive gifted individualized education plan. Student assessment and performance data should be reflected in the development of the Gifted Individualized Education Plan. The gifted student may be involved in the development of the Gifted Individualized Education Plan at the parent's discretion.

The Gifted Individualized Education Plan team shall base educational placement decisions on the gifted student's needs to enable the provision of appropriate specially designed instruction based on the student's need and ability and to ensure that the student is able to benefit meaningfully from the rate, level and manner of instruction. (22 Pa. Code §16.41)

Provide opportunities to participate in acceleration or enrichment, or both, as appropriate for the student's needs. These opportunities must go beyond the program that the student would receive as part of a general education. (22 Pa. Code §16.41)

An effective approach would include all of the following:

• Acceleration, in which instruction is matched to the competence level of student.
• Enrichment, in which opportunities for the investigation of appropriate materials are given.
• Individualization, in which instruction is matched specifically to the student's achievement, abilities, and interests.

School districts must ensure that the gifted student's individualized plan includes a range of acceleration and enrichment options appropriate for the student's needs. The regular education curricula and instruction must be adapted, modified or replaced to meet the individual needs of the gifted student.

Gifted education programming must be an integral part of the instructional school day.

Gifted students are not just gifted for a specific time each day or week. Responsibility for development and implementation of each Gifted Individualized Education Plan is shared between regular education teachers, gifted education teachers and administrators.

Districts may use administrative and instructional strategies and techniques in the provision of gifted education for gifted students which do not require, but which may include, categorical grouping of students. (22 Pa. Code §16.41)

The continuum of services that exists for the gifted student must be based on sound research and best practice. Research studies from the National Research Center on the Gifted and Talented support flexible grouping for gifted students across grade levels and content areas. The research studies also indicate that ability grouping, coupled with acceleration and differentiated curricula, provide maximum instructional benefit to gifted students. Incorporating homogeneous grouping of the gifted with systematic and continuous provisions in their K-12 educational planning offers gifted students opportunities to broaden and deepen their knowledge through interaction with their intellectual peers.