Accordingly, this chapter might be considered a theoretical and research rationale for a separate publication that describes a plan for identifying and programming for gifted and talented students (Renzulli, 1994 Renzulli & Reis, 1985). Those in the position of offering advice to school systems that are faced with the reality of identifying and serving highly able students must also provide the types of underlying research that lend credibility to their advice. Although the information reported here draws heavily on the theoretical and research literature, it is clearly written from the point of view of an educational practitioner who respects both theory and research, but who also has devoted a major amount of his efforts to translating these types of information into what he believes to be defensible identification and programming practices. This chapter will attempt to shed some light on this complex and controversial question by describing a broad range of theoretical issues and research studies that have been associated with the study of gifted and talented persons. In the past twenty years, a renewed interest has emerged on this topic. The age-old issue of “what makes giftedness” has been debated by scholars for decades. The National Research Center on the Gifted and Talented Mansfield Center, CT: Creative Learning Press. Nurturing the gifts and talents of primary grade students. This is a unique opportunity to let them grow as much as they want and can.In Baum, S. Thus gifted students, as well as any other student, can adjust their own pace based on their own potentials. One of the fundamentals of Laureates Academy educational system and philosophy is individual education in which every individual is given a different study plan. Gifted Education in the Laureates Academy Measures for assessing giftedness should include academic, creative, artistic, and leadership performance capability and potential and overall performance relative to other students.

While IQ is useful for identifying academically capable students, most experts agree that assessment of giftedness should be based on a variety of measures of capability and potential rather than relying on just one. While definitions vary, most states have adopted a definition similar to that used by the State of Texas which defines “gifted and talented student” as a child that demonstrates the ability to perform at a relatively high level of accomplishment, with respect to intellectual, academic, creative, leadership or artistic capability, when compared with other children of the same age, experience level and background. As gifted child grow and develop their giftedness is characterized by high levels of achievement and motivation. The NAGC suggests that giftedness can be evident in children who perform exceptionally well on academic and skills oriented performance tests or as the ability to learn and assimilate information more rapidly than other children their age. Specifically, the association classifies children as gifted if they demonstrate exceptional levels of aptitude or competence in one or more structured areas of academic activity such as mathematics, music, language, etc or in a set of sensorimotor skills such as dance, athletics, art, etc. based organization, defines giftedness in children in terms of reasoning and learning ability.

The National Association for Gifted Children (NAGC), a U.S. Johnsen, a professor in the Department of Educational Psychology at Baylor University, she explains that generally gifted children exhibit the potential for higher than normal performance in areas of intellectual, creative, artistic, academic and leadership capacity, and in order to fully develop their talents and capabilities require educational and non-curricular activities not provided in a traditional school setting. In Identifying Gifted Children: A Practical Guide, authored by Susan K. How giftedness is measured and defined may vary within a given state, district, or individual school. Some educators define giftedness in terms of IQ. So how we define the term “gifted” as it relates to children? The jury is still out. However, there is no universally agreed upon definition of what exactly it means to be gifted. Gifted education, also referred to as Gifted and Talented Education (GATE), is a term that encompasses the methodologies, procedures, practices and theories employed in the education of gifted or talented children.

Define gifted