James J. Gallagher

This monograph reviews the role played by public policy in the education of gifted students. It describes the special rule making in identification, placement, program, and accountability. These rules emerge from legislation, court decisions, administrative rule making, and professional standards. Special problems involving racial discrimination, acceleration, teacher supports, and parental options are discussed. The monograph ends with five new policies the author believes are needed to fulfill our commitment to educating gifted students.

Reference:

Society’s Role in Educating Gifted Students: The Role of Public Policy
James J. Gallagher
 

Recommendations

1. Identification—We should abandon the single dimension of eligibility such an IQ test score, and adopt a multidimensional approach. This would allow youngsters who have outstanding talent and high motivation, but only moderately high aptitude scores to become a part of the program.
2. Placement—The placement of gifted students in such programs as International Baccalaureate or Advanced Placement programs should be done based upon the total profile of the student.
3. Differentiated Programming—There is a general professional consensus that the effectiveness of the programs for gifted students depends upon the degree to which there is systematic differentiation of the content and skills being required of the student.
4. Program Evaluation—There have been calls for a greater level of program accountability and this means that special educators in gifted education would be expected to demonstrate in what ways their special program efforts have made a difference to gifted students and their families.