How do we define gifted in Alabama?Gifted students are those who perform at high levels in academic or creative fields when compared to others of their age, experience, or environment. These students require services not ordinarily provided by the regular school program. Students possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor.
How do we identify gifted students in Alabama?A student may be referred for consideration for gifted services by teachers, counselors, administrators, parents, or guardians, peers, self, or any other individuals with knowledge of the student's abilities. Additionally, all second grade students will be observed as potential gifted referrals using a gifted checklist.
The scores from the assessments/items used are entered on a matrix where points are assigned according to established criteria. The total number of points earned determines if the student qualifies for gifted services.
What services are provided through gifted education in Alabama?A variety of service delivery options are available for gifted students throughout the state. Resource Room Pull-Out Programs - Students attend resource room classes for anywhere from one hour a day to one full day a week. A differentiated curriculum designed to meet the abilities and interests of the students is offered. Self-Contained Classes/Schools for Gifted Students - Students attend classes or schools with curricula specifically designed for gifted students or offering a broader range of content than regular classes/school. Content Area Classes - Pace and content are more advanced than similar classes for typical students. Elective Courses - Content and pace are specific to the abilities and interests of gifted students. Seminars - Scheduled regularly or intermittently, seminars provide a supplement to the regular class by offering intense exploration of academic topics or current issues. Mentorships - Students work under the guidance of an expert in a field and address real problems associated with the profession. Independent Study - Students engage in exploratory study or pursue in-depth studies independently of regular classwork. Joint Enrollment - High school students complete coursework at local community colleges and/or universities for college credit. Grade/Subject Acceleration - Students with exceptional abilities in a particular subject, or across all subjects, may attend classes at a higher level or skip a grade level. Cluster Grouping - Students are grouped in regular classrooms according to abilities so that several gifted students would be in one classroom instead of one gifted students in each class. Curriculum Compacting - A process to streamline the grade level curriculum by eliminating material that students have already mastered. Students are pre-tested on a unit of study and are not required to further study objectives that are mastered. Time is then spent on acceleration or enrichment of the curriculum. Guidance and Counseling - Students are helped to understand and evaluate their special needs and gifts and to utilize their gifted through individual, group, educational, or career counseling.
How are programs for gifted students different from regular program offerings?Because gifted learners have abilities and needs different from typical learners, gifted program offerings differ from typical education in content, process, product and learning environment. To deliver differentiated curriculum to students, teachers consider the strategies described below:
CONTENT Present content that is related to broad-based issues, problems, or themes. Integrate multiple disciplines into an area of study. Present comprehensive, reinforcing related experiences within an area of study. Delete curriculum that has already been mastered. Streamline curriculum that can be mastered quickly. Organize content to accentuate higher level skills and concepts. Select representative topics that illustrate the basic principles, functional concepts and methodologies of the field.
PROCESS Encourage the in-depth learning of a self-selected topic. Emphasize independent or self-directed study skills. Encourage the application of advanced research and methodological skills. Focus on open-ended tasks. Promote productive, complex, abstract, and higher-level thinking skills.
PRODUCT Encourage the development of products that challenge existing ideas and produce new ones. Encourage the application of methodologies of the discipline in product development. Evaluate student outcomes by using appropriate and specific criteria through self appraisal, criterion referenced, and standardized instruments. Promote the creation of products that focus on real-world problems presented to appropriate audiences.
LEARNING ENVIRONMENT Encourage the development of self understanding (e.g., recognizing and using one's abilities, becoming self-directed, appreciating likenesses and differences between oneself and others). Encourage self-directed learning to promote the development of independent research studies. Encourage the devlopment of a positive attitude toward creative challenges, investigative activity and knowledge creation.
Reprinted from Questions and Answers on Gifted Education In Alabama 2000
Alabama State Department of Education
Ed Richardson
State Superintendant of Education |            |
