Article summary with Gifted students by Worrell a.o. - 2019

This study explains the concept of gifted students and the problems regarding their education in the United States. The definition of a gifted student is a student that excels particularly in a specific area in comparison to their peers. It has been recognized that these students need special education in order for them to use their potential. However, there are many contradictions and challenges surrounding their educational needs. The first problem is the lack of state funding.  Furthermore, there are different models that determine whether or not a child is gifted. There is no consensus about the model that should be used to determine this. First, the different models of giftedness will be discussed. Then, the ways gifted students are identified will be explained, followed by an overview of existing programs for them. Then, several unresolved issues will be listed. Finally, a conclusion will be drawn about the current state of education for gifted students.

What models of giftedness are there?

The most commonly used models are Renzulli’s enrichment triad in the US, Stanley's talent search model outside the US, Gagne's differentiating model of giftedness and talent (DMGT) in Canada and Australia and the the actiotope model, as developed by Ziegler, in Europe and Asia. Sometimes, giftedness is measured according to IQ. However, there are many more factors that determine giftedness. For example:

• Sternberg defined three elements in his study, namely analytical, creative and practical intelligence. 
• Gardner stated that there are different types of intelligence, like linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal, naturalist, spiritual and existentialist intelligence. 
• The talent search model is based on mathematical and verbal ability, which are detected by above-average grades in these two fields. 
• Renzulli argued that giftedness consisted of task commitment, creativity and above-average ability. 
• Gagné focusses on the way giftedness in childhood is translated into adulthood. 
• The pyramid model explains giftedness by displaying characteristics in a hierarchic way. 
• The Actiotope model defines giftedness as a dynamic interaction between person and environment. According to this model, there should be a balance between ambition, effort and energy expanded in order to be successful.

How are gifted students identified?

The "State of the States in Gifted Education" report offers insights into how states define and identify gifted students. According to this report, many states consider high IQ, general academic achievement, talent in the arts, creativity, and specific academic abilities as factors to determine giftedness. Students from low-income families, students whose first language is not English, students from diverse cultural backgrounds and students from rural areas are rarely mentioned specifically. Most states require initial identification through teacher or parent referrals. Local school districts typically use multiple criteria, including IQ scores, achievement data, teacher nominations, state assessments, and student portfolios. Gifted education practices vary greatly depending on the state's funding and legislation.

Which programs currently exist for gifted students?

Current programs for gifted students can be divided in two categories: acceleration and enrichment. Acceleration means that students move through the curriculum at a faster pace. Enrichment offers students to explore topics more in depth, and offers a wider variety of topics that are not typically in the curriculum. Studies have shown the positive effects of these methods. Furthermore, it helps gifted students connect with like-minded peers.  

Which issues in this field remain unresolved? 

Giftedness is a complex topic with various perspectives, including whether it is primarily a result of innate ability or nurture. Most definitions suggest a combination of both. The challenge is to combine potential, achievement, expertise, and eminence while balancing broad exposure and specialization. The second issue is underrepresentation of minority and low-income students in gifted programs. Some attribute it to biased instruments and discriminatory practices, while others believe it's related to achievement and opportunity gaps. The effectiveness of preparation programs for underrepresented students needs more research. Furthermore, it is questioned whether talent development should focus on academic results, or should be extended to other domains like sports and entertainment. Finally, gifted education aims to provide appropriate challenge to all students. However, it acknowledges the need for psychosocial strength training for academically talented youth to help them handle criticism and challenges constructively. Currently, this is not included in the programs. 

In conclusion, the gifted models discussed all stress the importance of quality talent development across childhood and adolescence, which requires more state funding than currently available.