Without a federal law to protect the legal rights of gifted children, the responsibility for such mandates rests with the states. Approximately 30 states have a mandate to serve gifted children, while the remaining ones have permissive legislation (Council of State Directors of Programs for the Gifted, 1994). The National Association for Gifted Children has written a position paper supporting the concept that each state should mandate by law educational opportunities for gifted children. (Karnes and Marquardt).
In 1987, the Oregon Legislature passed legislation requiring schools to have TAG programs. TAG funding from the state legislature and the Oregon Department of Education has been at a very very low level. It currently amounts to about $2.50 per such student per year. This estimate is based on about 8% of Oregon students being identified as TAG, and a funding level of $100,000 a year. This certainly provides a good example of a Legislature not adequately funding one of its mandates!
Note that the US Federal Government also has an interest in this area. See the Javits Gifted and Talented Students Education Program listed in the references given below.
A good (1990) introduction to the field is provided in Giftedness and the Gifted: What's it All About? ERIC Digest listed below in the References.
TAG is one of a number of relatively common "exceptionalities" that also include dyslexia, ADHD, and so on. In Oregon, approximately 8-percent of students are identified as TAG. A student may well have multiple exceptionalities and be enrolled in the regular course of instruction in K-12 schools. A student may well combine the exceptionalities of TAG and dyslexia, ADHD, and so on.
Many TAG students (as well as students with other exceptionalities) find that IT provides useful tools to help them do things that they want to do. Many TAG students are empowered as they gain the knowledge and skills to make effective use of IT, and as they gain good access to IT facilities. Thus, all teachers need to know how to help TAG students learn to make effective use of IT.
Historically, many people seemed to feel that just providing a TAG student with access to a computer and saying "go to it" sufficed. For a very few TAG and other students, that does suffice. For the great majority, it does not. IT is a large, growing, and challenging field that is applicable across the entire K-12 curriculum. TAG and other students need instruction and appropriate encouragement as they learn to make effective use of IT.
The references given below are quite general, not just focusing on IT and TAG. OTEC is looking for people who are specifically interested in IT in TAG and who are interested in helping to foster a Virtual Community of IT-Using Educators in this area. If you are interested in helping, please contact Dave Moursund.
American Association for Gifted Children. Accessed 11/27/02: http://www.aagc.org. Quoting from the Website:
On September 6, 1946 The American Association for Gifted Children (AAGC) was founded because two friends, Dr. Ruth Strang and Miss Pauline Williamson believed that "the gifted were the most neglected children in our democracy." These two pioneer educational leaders incorporated the first voluntary non-profit organization in the United States devoted exclusively to the needs of gifted, talented and creative children. Established in New York, Dr. Harold Clark, an educational leader and economist, was elected president and led the Association during the first twenty-five years.
Center for Talented Youth, Johns Hopkins University. Accessed 11/30/02: http://www.jhu.edu/gifted/. Quoting from the Website:
ERIC Clearinghouse on Disabilities and Gifted Education [Online]. Accessed 11/26/01: http://ericec.org/.
This is a good starting point for searching the TAG literature as well as the literature on multiple exceptionalities.
This site contains TAG resources and is part of the Eugene 4J Technology Integrated into Learning and Teaching (TILT) Website.
Giftedness and the Gifted: What's it All About? ERIC Digest [Online]. Accessed 11/27/02: http://ericec.org/digests/e476.html Quoting from this 1990 article:
Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated,"Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society" (Marland, 1972).
International/National Resources for Gifted Education. ERIC Clearinghouse on Disabilities and Gifted Education. Accessed 11/27/02: http://ericec.org/fact/gt-asso.html.
This Website contains links to a number of national and international professional societies that focus on the needs of gifted children.
This is a Website of resources complied by Kathi Kearney, Instructor, Talented & Gifted Education, N-103 Lagomarcino Hall Department of Curriculum & Instruction, Iowa State University, Ames, IA 5001.
Jacob K. Javits Gifted and Talented Students Education Program [Oline]. Accessed 11/27/021: http://www.ed.gov/offices/OESE/Javits/ Quoting from the Website:
Students with talent are found in all cultural groups, across all economic strata, and in all areas of human endeavor. To support the development of talent in the United States, the U.S. Congress passed the Jacob K. Javits Gifted and Talented Students Education Act of 1994. This legislation authorizes the U.S. Department of Education to fund grants, provide leadership, and sponsor a national research center on the education of gifted and talented students. The program is administered by the Department's Office of Educational Research and Improvement.
Karnes, Frances A. and Marquardt, Ronald . Know Your
Legal Rights in Gifted Education. Accessed 11/30/02:
Parents, educators, and other concerned adults involved with gifted children should know the legal framework in which the education and related services are set forth. The Jacob K. Javits Gifted and Talented Students Act of 1994 was not established by Congress to protect the legal rights of gifted children, but rather to provide for model programs and projects. In contrast, the Individuals with Disabilities Education Act of 1997 does give extensive legal rights to persons with disabilities.
Contains links to a number of Websites that support parents of gifted and talented children. Quoting from the Website:At Gifted & Talented World, we strive to provide a warm, comfortable, yet challenging environment in which to explore intellectual giftedness and the issues which surround it. These include parenting and advocating for our children, teaching them how to advocate for themselves, the experience of growing up gifted, obtaining an appropriate education, helping gifted kids with learning disabilities, and the wide range of other issues which tend to be flavored strongly by the our children's "difference". To this end, we provide a number of ways for community members to get together.
National Association for Gifted Children (NAGC) [Online]. Accessed 11/27/02: http://www.nagc.org/. Quoting from the Website:
The National Association for Gifted Children (NAGC) is a 501(c)(3) not-for-profit organization that receives no government funding. We are supported solely by membership dues, our annual convention, sale of publications and donations.
National Research Center on the Gifted and Talented [Online]. Accessed 111/27/02: http://www.gifted.uconn.edu/nrcgt.html. Quoting from the Website:
The work of The National Research Center on the Gifted and Talented (NRC/GT) is guided by emerging research about the broadened conception of human potential and the need to develop "high-end learning" opportunities for all of America's students. Programs and services designed to challenge the highest levels of learning and creativity; to promote high expectations, rigorous standards, and greater engagement with subject matter should be an integral part of every school's overall program. We believe that the nation's largest reservoir of untapped talent can be found among those young people who, by reason of economic circumstances and all of the problems that surround poverty in America, have not been given equal opportunity and encouragement to develop their potentials to the fullest. Accordingly, our orientation and related research has been to apply the strategies of high-end learning to total school improvement and to focus our research on developing gifts and talents in young people based on a broad array of both traditional and emerging indicators of potential for high performance.
Odyssey of the Mind [Online]. Accessed 11/27/02: http://www.odysseyofthemind.com/. Quoting from the Website:
The Odyssey of the Mind School Program fosters creative thinking and problem-solving skills among participating students from kindergarten through college. It features an annual competition component at local through international levels. Students solve problems in a variety of areas, from building mechanical devices such as spring-driven vehicles to giving their own interpretation of literary classics. Through solving problems, students learn lifelong skills such as working with others as a team, evaluating ideas, making decisions, and creating solutions while also developing self-confidence from their experiences.
Office of Special Education, Oregon Department of Education [Online]. Accessed 11/27/02: http://www.ode.state.or.us/sped/index.htm. Quoting from the Website:
Welcome to the Office of Special Education Website! The OSE is responsible to ensure that students with disabilities and those who are talented and gifted benefit from an enhanced education system - the Oregon Advantage. We partner with parents, educators, and others committed to the relentless pursuit of success for each child. We support programs that enhance student achievements and maximize graduation rates for all students.
Olympiad. Many TAG students participate in the various "Olympiad" contests. Search under this term using a Search Engine such as Google.
Oregon Association for Talented and Gifted [Online]. Accessed 11/27/02: http://www.oatag.org/. Quoting from the Website:
The Oregon Association for Talented and Gifted (OATAG) is a non-profit, non-discriminatory, statewide organization of educators and parents interested in promoting growth opportunities for talented and gifted children in Oregon.
The Open Directory Project in an indexing project run mainly by volunteers. The Gifted Education component contains a number of categories of websites, such as Ability Grouping, Acceleration, Curriculum Differentiation, Gifted and Talented Compacting, and so on.
OREGON ADMINISTRATIVE RULES
Portland (Oregon) Public Schools TAG [Online]. Accessed 11/27/02: http://www.pps.k12.or.us/district/depts/tag/. Quoting from the Website:
Welcome to the Portland Public Schools' Talented and Gifted Program. In compliance with the Oregon TAG Mandate for gifted education, Portland's program focuses on meeting the student's instructional level and rate of learning every day in the classroom across the curriculum. Classroom teachers assess a student's level and rate in all subject areas and modify the instruction to provide appropriate content challenge and instructional pacing.
Schoolwide Enrichment Model (SEM) [Online]. Accessed 11/27/02: http://www.gifted.uconn.edu/sempage.html. Quoting from the Executive Summary:
The Schoolwide Enrichment Model (SEM) is a detailed blueprint for total school improvement that allows each school the flexibility to allow each school to develop its own unique programs based on local resources, student demographics, and school dynamics as well as faculty strengths and creativity. Although this research-based model is based on highly successful practices that originated in special programs for the gifted and talented students, its major goal is to promote both challenging and enjoyable high-end learning across a wide range of school types, levels and demographic differences. The idea is to create a repertoire of services that can be integrated in such a way to create "a rising tide lifts all ships" approach. This approach allows schools to develop a collaborative school culture that takes advantage of resources and appropriate decision-making opportunities to create meaningful, high-level and potentially creative opportunities for students to develop their talents. SEM suggests that educators should examine ways to make schools more inviting, friendly, and enjoyable places that encourage the full development of the learner instead of seeing students as a repository for information that will be assessed with the next round of standardized tests. Not only has this model been successful in addressing the problem of students who have been under-challenged but it also provides additional important learning paths for students who find success in more traditional learning environments.
Oregon TAG Mandate: Southern Oregon University: Extended Campus Programs Accessed 11/27/02: http://www.sou.edu/ecp/teachers/tag_mandate.html.
This site contains an extensive amount of materials of value to preservice and inservice teachers.
Saturday Academy. Accessed 11/27/02: http://www.ogi.edu/satacad/index.html.
There is a relatively extensive Saturday Academy program in Oregon. Quoting from the Website:Saturday Academy offers all students exceptional opportunities for enriched learning by enlisting community professionals to share facilities, equipment and expertise through hands-on classes, workshops and internships. Since 1983, Saturday Academy has provided instruction to more than 99,000 students and teachers in urban, suburban and rural communities.
This extensive list is maintained by the Oregon Department of Education.
Talent Search. Use the term "Talent Search" in a search engine and you will find a number of Websites that focus on identifying talented students in a number of different disciplines.
Youth Enrichment and TAG Programs at the University of Oregon. Accessed 11/27/02: http://interact.uoregon.edu/tag/. Quoting from the Website:
Youth Enrichment and Talented and Gifted Programs and Services (YETAG) is a service unit of the Institute for the Development of Educational Achievement (IDEA), the research and outreach arm of the University of Oregon's College of Education. YETAG serves pre-collegiate youth and their families throughout the state of Oregon, with special focus on those residing in Lane County.
World Council for Gifted and Talented Children Accessed 11/27/02: http://www.worldgifted.org/xindex.htm.
This site includes sections on:
Youth Enrichment and TAG Programs at the University of Oregon [Online]. Accessed 11/27/02: http://interact.uoregon.edu/tag/. Quoting from the Website:
Youth Enrichment and Talented and Gifted Programs provides a wide variety of educational opportunities for students, parents, and educators in the Lane County area and beyond. We offer enrichment classes during the school-year, summer day-camps, a two-week residential summer program, mentorships for girls interested in the sciences, special conferences designed to address issues of gender inequity and more.
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Giftedness and the Gifted: What's it All About? ED 321 481 1990 ERIC DIGEST #E476 http://www.millville.cache.k12.ut.us/tag/giftedness.htm