Gifted Weekly

The definition of giftedness affects the identification process as a result of incomplete or mixed communications within organizations. In my research, one participant believed classroom challenges should not impact gifted status: “The kid may have some challenges within the classroom, but that doesn’t, that shouldn’t leave them out of the nominations.”

On the other side of the debate, another teacher shared that classroom work ethic and overall ability should impact their gifted placement: “Kids should have the whole package as well. Because you really have to hold up, you have to be able to show what you can do. I have someone here who’s doing nothing … I don’t think it’s fair to the other kids in reach when they’re working on a project together.”

This confusion can result in frustration on the part of the parent, such as when a teacher was asked, “Why don’t you think my child is REACH material?” Additionally, it can result in some students not being identified because teachers, as seen by the above comments, have a personal idea of a gifted student which might or might not align with the district definition.

Recent interest in gifted programs in New Jersey arose after the Strengthening Gifted and Talent Education Act was passed in January 2021 and a report was to be submitted to the state in October 2021 reporting on the gifted program status (“Strengthening…,” 2020). This policy change could lead to more of an interest in how the district defines gifted policy going forward.

When a district definition is supported by research and defined by desired outcomes, teacher, parent and student understanding of giftedness leads to a more unified understanding of the district’s gifted programs.

RESOURCES

“Strengthening Gifted Education in NJ signed by Murphy.” (2020, March 1). NJEA Report. https://www.njea.org/strengthening-gifted-education-in-nj-signed-by-murphy/