Gifted program delivery models

Giftedness is an intellectual ability that is significantly higher than average, not a skill, but an innate talent and aptitude that may be general or specific. Just as there are special needs for children who appear on the left side of the bell curve, so should there be for children on the far right. However, these students are often neglected in terms of special programing due to beliefs that they can just do "extra work" within a mainstreamed environment. From the 1920s to the 1970s, the trend in Western countries was to set up special schools to educate those who fell outside the norms of the bell curve, but by the 1980s most educators favored merging special and regular education in a comprehensive program that included students from all backgrounds -- in other words, mainstreaming them into a regular classroom environment. This idea, though, must also fit within the cultural precedents of the time; educators must respond to the needs of the nation and public education remains responsible for meeting the needs of all students in society.

Theoretical Framework -- It is not enough to simply add extra reading, extra math or science problems, or expect gifted children to work faster or more thoroughly. Instead, the theoretical framework of a gifted program is one that understands the individual needs of gifted children and works toward those needs. Those needs may be more interaction and analytical discussion in language arts, or it might be conceptualizing and extending data into the broader spectrum in the sciences, or it may be providing a way to engender artistic growth in music or art (Elman, 1983). Just as with any specialized population, though, there are challenges in teaching the gifted. There are different approaches to behaviors, especially when combining giftedness within a diverse population group. It is not just skill-based learning and assessment, instead, it is a psychological consideration that while the child may be gifted in one or more areas, they are still children emotionally, with the developmental and social needs of children their own age (Winebrenner, 2001). Some theoretical constructs that have been successful in enhancing gifted children's learning experience are:

Cluster/Ability Grouping -- Cluster, or ability grouping, is not a static structure, but can be adapted within several organization contexts. In some programs, children are grouped by strength of subject area (e.g. all math). We must realize that being gifted in one subject does not necessarily imply giftedness in all subjects, so clustering has the option of allowing for an academic program that is grouped for gifted children so they can excel; but then grouped heterogeneously with other students in a regular classroom for a portion of the day, too. Some think cluster grouping is elitist and makes children feel superior or inferior to others as word gets out about the programs and classes within the curriculum. However, sports are grouped by ability, music is grouped by ability and as adults, and one is constantly grouped by scores and other criteria. Grouping allows for an accelerated path from instruction rather than holding back the gifted to allow others to catch up. It also allows the teacher/school to regulate the groups based on ability within core subjects (Webb, et al., 2007).

Advanced Content Courses -- Advanced Content Courses or materials have traditionally been one of the more common ways that the educational system has handled gifted children. Curriculum compacting, for instance, covers the same material, but in less time. For example, 1 year of curriculum in 1 semester, etc. Accelerated curriculum and advanced placement classes are options for students at all levels, although advanced placement classes at the Secondary level sometimes count for college placement course credit. The challenge for other levels is twofold; having the right faculty to teach advanced or accelerated classes, and having the time within the day to do so. Additionally, some gifted children have difficulties with self-discipline, particularly in self-paced advanced learning. Teachers may have to spend extra time planning for content acceleration or monitoring performance. For the advanced content to be truly meaningful, though, it cannot just be more and longer, but must be truly more advanced and at a higher level (Webb).