Almost every day, another gifted education program bites the proverbial dust. Parents all across the country feel both apprehensive and anxious about the cuts. They are concerned about the educational and social emotional well-being of these students. They also wonder if it is even possible to advocate for gifted education in today's bleak…

In this article, the author talks about the importance of funding gifted education programs. She begins with a story of Emily, a gifted child who, because of lack of funding in her school district, received a pullout program for a few hours a week--far from enough to meet the child's needs. She had little chance to meet other gifted students and…

Many children fall in love with science at an early age. There is just something about exploring critters, crud, gears, pulleys, and other "stuff" that has fascinated generations of young students. Unfortunately, in many schools across the nation, science in the elementary classroom is relegated to the back burner as other curricular areas have…

Most educators who work with gifted students acknowledge the importance of creativity and have found various ways to include it as part of the gifted education curriculum. In many cases, however, developing creativity is still viewed as something separate from academic learning. Students with undemonstrated creative potential often are excluded…

Art enriches, beautifies, and entertains, but more importantly it builds understanding, innovation, and mutual responsibility. Yet, so often with tight school budgets, the first programs to be down-sized or deleted are the art and music programs. But there is good news. Recently, the Boston public schools received a grant of $750,000 from the…

Much has been written about the poor representation of culturally diverse students in gifted education, centering on factors such as identification criteria, referral practices, student interests, and parental concerns. Culturally diverse learners--especially those who are gifted--are often left out of programs that may ultimately contribute to…

Whether individuals like it or not, they have witnessed and will continue to witness a drastic increase in the number of culturally and linguistically diverse (CLD) students in schools. This increase is not being mirrored in gifted education. Why do gifted programs remain so stubbornly void of diversity? The author believes that attitudes in the…

The field of gifted education has done an admirable job of raising awareness about underrepresentation and unique needs of gifted students from culturally and linguistically diverse populations. The efforts of the National Association for Gifted Children to reach out to teachers through the "Javits-Frasier Teacher Scholarship for Diverse…

This article discusses the importance of advocacy for gifted education programs, identifies some basic truths in gifted education (such as the reality of giftedness and the demands it makes on children and parents), considers some controversial issues (such as the notion that "all children are gifted"), and examines current threats to funding of…

This article describes the Gifted Education Knowledge Scale, a rating scale for assessing educators' knowledge about gifted education. Information about item selection, content validity, reliability, and internal consistence is provided. (DB)

This article features the Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, and describes how the University of Iowa College of Education offers teacher education through the Belin-Blank dynamic model of professional development. As a part of the University of Iowa College of Education, the…

The lack of identified culturally diverse and low socioeconomic status (SES) students has been a problem in the field of gifted education. However, promising practices, as well as support of program coordinators, counselors, and parents, have recently helped to increase representation. Educators and parents may wonder where to begin to help…

In the field of gifted education, those identified as at risk may include student groups who have been historically underrepresented--among them those who are poor, minority, and/or culturally and linguistically diverse. Typically, the most at risk students are considered those in poverty. Living in poverty often limits equity, access, and…

This article discusses the underrepresentation of children from minority backgrounds in gifted education and the ultimate goal of gifted education to make children's lives better. Barriers to appropriate gifted identification are discussed and include state/local requirements and inadequate identification procedures, stereotypes and racism, and…

This article discusses teacher misconceptions of gifted students and gifted programs and the effects of a postgraduate teacher education program in Australia called the Certificate of Gifted Education. Results of the program indicate powerful changes in teachers' attitudes and support the need to provide every teacher with training in gifted…