What Services Are Mandated By Federal Law For Students Who Are Gifted?

Author Question: What services are mandated by federal law for students who are gifted? (Read 315 times) –

Did you know? Immunoglobulin injections may give short-term protection against, or reduce severity of certain diseases. They help people who have an inherited problem making their own antibodies, or those who are having certain types of cancer treatments.

Did you know? There are more nerve cells in one human brain than there are stars in the Milky Way.
Did you know? The word drug comes from the Dutch word droog (meaning “dry”).
For centuries, most drugs came from dried plants, hence the name.
Did you know? Of the estimated 2 million heroin users in the United States, 600,000–800,000 are considered hardcore addicts.

Heroin addiction is considered to be one of the hardest addictions to recover from. Did you know? Drug abusers experience the following scenario: The pleasure given by their drug (or drugs) of choice is so strong that it is difficult to eradicate even after years of staying away from the substances involved.

What types of services are mandated in CT for gifted students?

Mandatory Referral, Identification, and Evaluation Services provide referral, identification and evaluation services only for gifted and talented children enrolled in grades kindergarten to twelve, inclusive, in a public school under the jurisdiction of such board of education.

What are the requirements to be gifted in Georgia?

The composite score must be at the 99th percentile for students in grades K-2. The composite score must be at the 96th percentile or higher for students in grades 3-12. In addition, students (grades K-12) must meet at least one of the achievement standards described in the SBOE Rule 160-4-2-.

What is the government program intended for the gifted students in the Philippines?

The Philippine Science High School System under the Department of Science and Technology (DOST) was established for gifted high school students in science and Mathematics.

What are accommodations for gifted students?

In the classroom, curricular modifications for gifted students include acceleration, enrichment, grouping, cluster grouping, problem-based learning, curriculum compacting, tiered lessons, independent study, and the use of specific curriculum models.

What are the educational provisions of a gifted child?

What do gifted children need? | Really helping gifted children! – Gifted children require sufficient stimulation to focus their attention; higher levels of challenge to personally engage with new material; and an understanding of their emotional sensitivities and psychosocial needs, in order to experience a learning environment that provides a nurturing, supportive climate to ignite a child’s learning.

John Feldhusen, an educational psychologist and specialist in gifted education at Purdue University, Indiana, often referred to the need for schools to provide a ‘smörgåsbord of options’ for gifted students. Feldhusen recommended having a range of provisions available in schools to allow teachers, parents and students to select from a wide array of options, in order to stimulate tastes; satisfy appetite; fulfil learning needs; nurture abilities and develop specific areas of talent.

A student, who develops intrinsic motivation, has a high level of involvement and participates in learning with intense fervour, becomes passionate and productive. Some schools provide educational opportunities for gifted children; however these may only be offered from a certain stage or year level, located part way through primary or secondary schooling.

Gifted children demonstrate advanced milestones and precocious learning patterns from infancy; they do not become gifted at grade 5 or grade 10. Schools that fail to identify and provide for gifted children from the time the student enters the school are missing a critical opportunity to stimulate and engage gifted students throughout their education.

Many students have already disengaged from learning by the time a school finally introduces provisions that are designed to extend gifted students.

What are the requirements of a gift?

In order to effect a gift there has to be a giving and an acceptance. So, with chattels, it is most likely that there will be a personal delivery rather than a deed dealing with the transfer of ownership. Without a deed and the delivery of the chattel there can be no gift—with no delivery the gift will be incomplete.

How much money can you be gifted and not pay taxes?

Bottom Line – The IRS allows every taxpayer is gift up to $16,000 to an individual recipient in one year. There is no limit to the number of recipients you can give a gift to. There is also a lifetime exemption of $12.06 million. Even if you gift someone more than $16,000 in one year, you will not have to pay any gift taxes unless you go over that lifetime gift tax limit.

How much money can be gifted without paying taxes?

Frequently Asked Questions on Gift Taxes Below are some of the more common questions and answers about Gift Tax issues. You may also find additional information in or some of the other forms and publications offered on our page. Included in this area are the instructions to Forms 706 and 709.

Within these instructions, you will find the tax rate schedules to the related returns. If the answers to your questions can not be found in these resources, we strongly recommend visiting with a tax practitioner. The donor is generally responsible for paying the gift tax. Under special arrangements the donee may agree to pay the tax instead.

Please visit with your tax professional if you are considering this type of arrangement. Any transfer to an individual, either directly or indirectly, where full consideration (measured in money or money’s worth) is not received in return. The general rule is that any gift is a taxable gift.

Gifts that are not more than the annual exclusion for the calendar year.
Tuition or medical expenses you pay for someone (the educational and medical exclusions).
Gifts to your spouse.
Gifts to a political organization for its use.

In addition to this, gifts to qualifying charities are deductible from the value of the gift(s) made. Making a gift or leaving your estate to your heirs does not ordinarily affect your federal income tax. You cannot deduct the value of gifts you make (other than gifts that are deductible charitable contributions).

Year of Gift	Annual Exclusion per Donee
2011 through 2012	$13,000
2013 through 2017	$14,000
2018 through 2021	$15,000
2022	$16,000
2023	$17,000

Each spouse is entitled to the annual exclusion amount on the gift, as shown in the table.

Year of Gift	Annual Exclusion per Donee	Annual Exclusion Total per Donee (from 2 spouses)
2011 through 2012	$13,000	$26,000
2013 through 2017	$14,000	$28,000
2018 through 2021	$15,000	$30,000
2022	$16,000	$32,000
2023	$17,000	$34,000

For information on gift splitting, see Gifts to Donees Other Than Your Spouse in the, Refer to PDF, and, Among other items listed:

Copies of appraisals.
Copies of relevant documents regarding the transfer.
Documentation of any unusual items shown on the return (partially-gifted assets, other items relevant to the transfer(s)).

Fair Market Value is defined as: “The fair market value is the price at which the property would change hands between a willing buyer and a willing seller, neither being under any compulsion to buy or to sell and both having reasonable knowledge of relevant facts.

The fair market value of a particular item of property includible in the decedent’s gross estate is not to be determined by a forced sale price. Nor is the fair market value of an item of property to be determined by the sale price of the item in a market other than that in which such item is most commonly sold to the public, taking into account the location of the item wherever appropriate.” Regulation §20.2031-1.

The Internal Revenue Service cannot make recommendations about specific individuals, but there are several factors to consider:

How complex is the transfer?
How large is the transfer?
Do I need an attorney, CPA, Enrolled Agent (EA) or other professional(s)?

For most simple, small transfers (less than the annual exclusion amount) you may not need the services of a professional. However, if the transfer is large or complicated or both, then these actions should be considered; It is a good idea to discuss the matter with several attorneys and CPAs or EAs.

Ask about how much experience they have had and ask for referrals. This process should be similar to locating a good physician. Locate other individuals that have had similar experiences and ask for recommendations. Finally, after the individual(s) are employed and begin to work on transfer matters, make sure the lines of communication remain open so that there are no surprises.

Finally, people who make gifts as a part of their overall estate and financial plan often engage the services of both attorneys and CPAs, EAs and other professionals. The attorney usually handles wills, trusts and transfer documents that are involved and reviews the impact of documents on the gift tax return and overall plan.

The CPA or EA often handles the actual return preparation and some representation of the donor in matters with the IRS.
However, some attorneys handle all of the work.
CPAs or EAs may also handle most of the work, but cannot take care of wills, trusts, deeds and other matters where a law license is required.

In addition, other professionals (such as appraisers, surveyors, financial advisors and others) may need to be engaged during this time You do not have to be present during an examination unless IRS representatives need to ask specific questions. Although you may represent yourself during an examination, most donors prefer that the professional(s) they have employed handle this phase of the examination.

You may delegate authority for this by executing Form 2848 “Power of Attorney.” You have many rights and avenues of appeal if you disagree with any proposals made by the IRS.
See and PDF for an explanation of these options.
The general rule is that your basis in the property is the same as the basis of the donor.

For example, if you were given stock that the donor had purchased for $10 per share (and that was his/her basis), and you later sold it for $100 per share, you would pay income tax on a gain of $90 per share. (Note: The rules are different for property acquired from an ).

Most information for this page came from the Internal Revenue Code: Chapter 12-Gift Tax (generally Internal Revenue Code §2501 and following, related regulations and other sources) For federal tax purposes, the terms “spouse,” “husband,” and “wife” includes individuals of the same sex who were lawfully married under the laws of a state whose laws authorize the marriage of two individuals of the same sex and who remain married.

Also, the Service will recognize a marriage of individuals of the same sex that was validly created under the laws of the state of celebration even if the married couple resides in a state that does not recognize the validity of same-sex marriages.

However, the terms “spouse,” “husband and wife,” “husband,” and “wife” do not include individuals (whether of the opposite sex or the same sex) who have entered into a registered domestic partnership, civil union, or other similar formal relationship recognized under state law that is not denominated as a marriage under the laws of that state, and the term “marriage” does not include such formal relationships.
Gifts to your spouse are eligible for the marital deduction.
For further information, including the timeframes regarding filing claims or amended returns, see,

PDF, along with updated and updated, are available today on IRS.gov. See also, The IRS will provide an account transcript for gift tax returns when Form 4506-T, Request for Transcript of Tax Return, is properly completed and submitted with substantiation.

The transcript may be requested via fax or by mail using Form 4506-T. Upon receipt and verification (including matching current taxpayer and taxpayer representative records with the information on the submitted Form 4506-T), a hardcopy transcript will be mailed to the address of record. Incomplete or unsubstantiated requests will be rejected, and a Notice will be sent to the Requester,

No fees apply. PDF are available on IRS.gov. Form 4506-T has multiple uses and special attention must be taken when completing the form for a gift tax inquiry, Complete the form using the printed instructions paying close attention to the following: Lines 1a and 1b : Enter the Donor’s information including an SSN.

Lines 2a and 2b : Leave blank.
Line 3 : Enter Donor’s current address if living; estate representative’s name, title and address if donor is deceased.
The address provided must match the official IRS record.
Line 4 : Leave blank.
Line 6 : Enter “Form 709.” Line 6 a-c : The ONLY option available for gift tax is 6b,

DO NOT make any other selections in items 6-8. Line 9 : Enter the tax period (MMDDYYYY). If the tax period is unknown, refer to the “Written Requests” section below. Line for Attestation Clause : The requester must read and agree to the attestation clause on Form 4506-T.

What are 3 important instructional considerations for students who are gifted Why?

Gain understanding of self and others explore their own learning strengths and needs learn and practise coping skills that assist in their growth and development take risks and see mistakes as learning opportunities practise leadership and service within the school community.

What are the benefits of being a gifted student?

What is GT? – The National Association of Gifted Children (NAGC) defines giftedness as “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains.

Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school. Gifted children often read widely, quickly, and intensely and have large vocabularies. Gifted children commonly learn basic skills better, more quickly, and with less practice. They are better able to construct and handle abstractions. They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them. They take less for granted, seeking the “hows” and “whys.” They can work independently at an earlier age and can concentrate for longer periods. Their interests are both wildly eclectic and intensely focused. They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity. They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers. They like to learn new things, are willing to examine the unusual, and are highly inquisitive. They tackle tasks and problems in a well-organized, goal-directed, and efficient manner. They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. “I’d rather do it myself” is a common attitude.

AND they are natural learners who often show many of these characteristics:

They may show keen powers of observation and a sense of the significant; they have an eye for important details. They may read a great deal on their own, preferring books and magazines written for children older than they are. They often take great pleasure in intellectual activity. They have well-developed powers of abstraction, conceptualization, and synthesis. They readily see cause-effect relationships. They often display a questioning attitude and seek information for its own sake as much as for its usefulness. They are often skeptical, critical, and evaluative. They are quick to spot inconsistencies. They often have a large storehouse of information about a variety of topics, which they can recall quickly. They readily grasp underlying principles and can often make valid generalizations about events, people, or objects. They quickly perceive similarities, differences, and anomalies. They often attack complicated material by separating it into components and analyzing it systematically.

What is the major function of the guidance service in providing for the gifted Youngsters?

The School Counselor and Gifted and Talented Student Programs (Adopted 1988; revised 1993, 1999, 2001, 2007, 2013, 2019) The school counselor delivers a school counseling program to meet students’ academic, career and social/emotional needs. Gifted and talented students have unique and diverse developmental needs that are addressed by school counselors within the scope of the school counseling program and in collaboration with other educators and stakeholders Research suggests gifted and talented students may share common personality characteristics, such as perfectionism, sensitivity and idealism (Mammadov, Cross & Ward, 2018).

Within the school counseling program, school counselors create an environment in which the academic, career and social/emotional development of all students, including gifted and talented students, is fostered (Kennedy & Farley, 2018). Purposeful gifted and talented education programs include several benefits: assisting the gifted student in college and career goals, defining postsecondary and career plans and increasing achievement levels.

(Colangelo, Assouline & Gross, 2004; Delcourt, 1993; Hébert, 1993; Taylor, 1992). School counselors consider these needs when implementing developmentally appropriate activities as a part of a school counseling program (ASCA, 2019). Research also suggests that ongoing exposure to micro-aggressions directed at marginalized students creates an environment where students fear the label of gifted and talented (Staumbaugh & Ford, 2014).

The issue of overrepresentation of Asian and white students in gifted education programs was described in a data collection from the Office of Civil Rights (OCR).
The data reveals American Indian, Hispanic and African American student groups have been underrepresented in elementary and secondary school gifted education programs since 1978 (US OCR, 2004).

School counselors provide consultation in the identification of gifted and talented students when appropriate through the use of a districtwide, multiple-criterion system (i.e., intellectual ability; academic performance; visual and performing arts ability; practical arts ability; creative-thinking ability; leadership potential; parent, teacher, peer nomination; expert assessment) when appropriate.

The definition of gifted and talented requirements differs by state and district. School counselors are involved in the analysis of data obtained from multi-criterion sources and are not responsible for the coordination, collection, and/or administration of the multi-criterion system or any assessment used in the selection process.

School counselors advocate for the inclusion of, and the participation in, activities that effectively address the academic, career, and social/emotional needs of gifted and talented students at all academic levels. School counselors assist in promoting understanding and awareness of the unique issues that may both positively and negatively affect gifted and talented students including:

accelerated learning advocacy for access to rigorous and appropriately challenging programs meeting expectations perfectionism stress management depression anxiety underachievement dropping out delinquency difficulty in peer relationships twice exceptional (e.g., identified as gifted and talented and an identified disability; Foley Nicpon & Cederberg, 2015) advanced talent in various fields intellectual abilities high-achieving outcomes

School counselors provide individual and group counseling for gifted and talented students as needed and serve as a resource for gifted and talented students and their families in meeting the students’ needs. School counselors are aware of students who are gifted and culturally diverse.

Consequently, school counselors seek to identify marginalized students, students of color, English-language learners and first-generation students in order for them to have the most academically aligned experience (Mitcham-Smith, 2007).
School counselors are prepared to address the needs of culturally diverse students in a holistic manner to incorporate effective and relevant strategies for students’success.

School counselors also seek to keep current on the latest gifted and talented programming research and recommendations to employ best practices to meet the needs of identified students and collaborate with other school personnel to maximize opportunities for all gifted and talented students.

School counselors deliver a school counseling program to meet students’ academic, career and social/emotional needs.
Students identified as gifted and talented have unique developmental needs and special abilities, which are considered when implementing a school counseling program.
Specifically planned educational experiences can greatly enhance the continued development of gifted and talented students (Sohailat, Soua’d & Mouhamed, 2013).

School counselors work in collaboration with other school personnel to maximize opportunities for gifted and talented students. American School Counselor Association. (2019). ASCA National Model: A framework for school counseling programs (4th ed.), Alexandria, VA: Author.

Colangelo, N., Assouline, S., & Gross, M. (Eds). (2004). A nation deceived: How schools hold back America’s brightest students. Iowa City, IA: The University of Iowa, pp.109-117. Colangelo, N. & Davis, G. (2003). Handbook of Gifted Education, Third edition. Boston, Allyn & Bacon. Delcourt, M.A.B. (1993). Creative productivity among secondary school students: Combining energy, interest, and imagination.

Gifted Child Quarterly, 37, 23-31. Foley Nicpon, M., & Cederberg, C. (2015). Acceleration practices with twice-exceptional students. In S.G. Assouline, N. Colangelo, J. VanTassel-Baska, A. Lupinski-Shoplik (Eds.) A Nation Empowered. Iowa City, IA: Belin-Blank Center.

Hébert, T.P. (1993). Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16, 22-28. Kennedy, K. & Farley, J. (2018). Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education, 10(3), 363–367.

Retrieved from https://doi.org/10.26822/iejee.2018336194 Mammadov, S., Cross, T.L., & Ward, T.J. (2018). The big five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies, 29(2), 111–133.

Retrieved from https://doi.org/10.1080/13598139.2018.1489222 Mitcham-Smith, M. (2007).
Advocacy-professional school counselors closing the achievement gap through empowerment: A response to Hipolito-Delgado and Lee.
Professional School Counseling, 10(4), 341-343.
Sohailat M.B., Soua’d, M.G., & Mouhamed, S.B.

(2013). The reality of counseling services provided by the school counselor for gifted and talented students in the Jordanian government school. Journal of Educational and Psychological Studies, 7(2), 151-166. Retrieved from https://doi.org/10.24200/jeps.vol7iss2pp151-166 Stambaugh, T., & Ford, D.Y.

2015). Microaggressions, multiculturalism, and gifted individuals who are Black, Hispanic, or low income. Journal of Counseling & Development, 93(2), 192–201. Retrieved from https://doi.org/10.1002/j.1556-6676.2015.00195.x Taylor, L.A. (1992). The effects of the Secondary Enrichment Triad Model and a career counseling component on the career development of vocational-technical school students.

Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.U.S. Office for Civil Rights. (2004). Office for civil rights elementary and secondary school survey projections and documentation. Washington, DC: U.S. Department of Education, Author.

Wood, S. (2010).
Best practices in counseling the gifted in schools: What’s really happening? Gifted Child Quarterly, 54, 42-58.
Resources Bakar, A.Y.A.
Ishak, N.M. (2014).
Counseling services for Malaysian gifted students: An initial study.
International Journal for the Advancement of Counseling, 36(4), 372- 383.

Greenspon, T.S. (2014). Is there an antidote to perfectionism? Psychology in the Schools, 51(9), 986-999. doi:10.1002/pits.21797 Hogan, T.P. (2015). Psychological testing: A practical introduction (3rd Ed.). Hoboken, JJ: John Wiley & Sons. McClain, M., & Pfeiffer, S.

2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices.
Journal of Applied School Psychology, 28, 59-88.
Doi:10.1080/15377903.2012.643757 Zeidner, M., & Shani-Zinovich, I. (2013).
Research on personality and affective dispositions in gifted children: The Israeli scene.

Gifted and Talented International, 28(1), 35-50. : The School Counselor and Gifted and Talented Student Programs

Which government Organisations will develop guidelines for the education of gifted children?

NIAS – EGT Education for the Gifted and Talented – NIAS leads the National Programme on Identification and Mentoring of gifted children (0-18 years), popularly known as the NIAS – Education for the Gifted and Talented programme (NIAS – EGT).

What are the 4 accommodations categories?

Consider Liam – Liam, a middle school student, has low vision and struggles with reading standard print materials in a timely fashion. Although he reads at grade level, he has difficulty finishing science reading assignments in class in the allotted time. At first, his teacher was a bit perplexed: she assumed that Liam’s glasses provided full vision correction.

However, after observing Liam while he was reading, she noticed that he still needs to hold reading material close to his face, and even then he squints. As a result, it takes him longer to read a passage. She wonders what type of accommodation will help Liam read text faster or more efficiently. Accommodations are typically grouped into four categories: presentation, response, setting, and timing and scheduling,

Teachers can use the table below to determine the type of accommodation that would best support the student given the student’s barrier.

Barrier	Accommodation Category	Examples
The way information is presented (e.g., text, lecture)	Presentation accommodations Allow a student to access information in ways other than standard visual or auditory means Change the way that instruction, directions, and information are presented	Books and materials with large print Visual cues (e.g., color-coded text) Audio books
The way in which the student is required to respond (e.g., writing, speech)	Response accommodations Allow students to complete assignments or assessments through ways other than typical verbal or written responses	Speech-to-text software Orally dictate responses (using a scribe or digital recorder)
The characteristics of the setting (e.g., noise level, lighting)	Setting accommodations Allow for a change in the environment or in how the environment is structured	Preferential seating (e.g., near the teacher) Testing in a separate location
The timing and scheduling of the instruction (e.g., time of day, length of assignment)	Timing and scheduling accommodations Allow for changes to when and how long students have to complete assignments or assessments Allow assignments to be broken down into smaller sections	Extended time to complete task Frequent breaks Shorter testing sessions

Is being a gifted child a disability?

Is Giftedness a Disability? – Giftedness is not considered a disability, although some gifted students may also have learning disabilities such as dyslexia, ADHD, or autism disorder. These students are known as twice-exceptional students (also known as 2e children or students).

What are the special provisions to meet the needs of gifted learners?

1. Flexible and In-depth Learning – Offer these gifted learners more space to work on their own. Use more blended models to make this happen for their personalized learning. And suggest ways of deep diving more into topics/information and content. You can make use of certain credible online applications like Google Arts and Culture,

Let the kids enrich their knowledge through engaging virtual tours. It is also a good idea to give them a chance to share their findings with other students. Because this can be additional knowledge and better exposure for all students without investing any extra time on the same content/subject matter.

You must also keep the talented student’s learning style in mind. Because just like other students, they too learn best when you teach them as per their preferences and interests.

What are the special needs for gifted children?

These problems might include a lack of flexibility, trouble controlling emotions, and difficulty following rules. These kids also can disrupt their class, something that can harm relations with teachers and peers. Many gifted kids develop these problems at least in part because of not feeling challenged in school.

What is the major function of the guidance service in providing for the gifted Youngsters?

Within the school counseling program, school counselors create an environment in which the academic, career and social/emotional development of all students, including gifted and talented students, is fostered (Kennedy & Farley, 2018).
Purposeful gifted and talented education programs include several benefits: assisting the gifted student in college and career goals, defining postsecondary and career plans and increasing achievement levels.

The issue of overrepresentation of Asian and white students in gifted education programs was described in a data collection from the Office of Civil Rights (OCR).
The data reveals American Indian, Hispanic and African American student groups have been underrepresented in elementary and secondary school gifted education programs since 1978 (US OCR, 2004).

The definition of gifted and talented requirements differs by state and district. School counselors are involved in the analysis of data obtained from multi-criterion sources and are not responsible for the coordination, collection, and/or administration of the multi-criterion system or any assessment used in the selection process.

Consequently, school counselors seek to identify marginalized students, students of color, English-language learners and first-generation students in order for them to have the most academically aligned experience (Mitcham-Smith, 2007). School counselors are prepared to address the needs of culturally diverse students in a holistic manner to incorporate effective and relevant strategies for students’success.

School counselors deliver a school counseling program to meet students’ academic, career and social/emotional needs.
Students identified as gifted and talented have unique developmental needs and special abilities, which are considered when implementing a school counseling program.
Specifically planned educational experiences can greatly enhance the continued development of gifted and talented students (Sohailat, Soua’d & Mouhamed, 2013).

Hébert, T.P. (1993). Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16, 22-28. Kennedy, K. & Farley, J. (2018). Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education, 10(3), 363–367.

Retrieved from https://doi.org/10.1080/13598139.2018.1489222 Mitcham-Smith, M. (2007).
Advocacy-professional school counselors closing the achievement gap through empowerment: A response to Hipolito-Delgado and Lee.
Professional School Counseling, 10(4), 341-343.
Sohailat M.B., Soua’d, M.G., & Mouhamed, S.B.

(2015). Microaggressions, multiculturalism, and gifted individuals who are Black, Hispanic, or low income. Journal of Counseling & Development, 93(2), 192–201. Retrieved from https://doi.org/10.1002/j.1556-6676.2015.00195.x Taylor, L.A. (1992). The effects of the Secondary Enrichment Triad Model and a career counseling component on the career development of vocational-technical school students.

Wood, S. (2010).
Best practices in counseling the gifted in schools: What’s really happening? Gifted Child Quarterly, 54, 42-58.
Resources Bakar, A.Y.A.
Ishak, N.M. (2014).
Counseling services for Malaysian gifted students: An initial study.
International Journal for the Advancement of Counseling, 36(4), 372- 383.

(2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. doi:10.1080/15377903.2012.643757 Zeidner, M., & Shani-Zinovich, I. (2013). Research on personality and affective dispositions in gifted children: The Israeli scene.

Gifted and Talented International, 28(1), 35-50. : The School Counselor and Gifted and Talented Student Programs

What is the least restrictive environment for a gifted student?

Least Restrictive Environment (LRE) is a phrase that is usually associated with Special Education. In that regard, it implies that students needing support will receive it in an inclusive environment; the general education classroom. LRE presupposes that students will benefit socially and academically when grouped with age-mates. Who should decide what is the Least Restrictive Environment for a particular student? All stakeholders should be involved in placing student ~ the student, parent, teacher, IEP team (if available). Multiple criteria should be considered in any placement decisions ~ don’t rely on single assessment. How can a parent advocate for LRE? Parents should educate themselves about state regulations pertaining to gifted education; learn the vocabulary. They need to make the case that there are consequences when gifted students languish in an unchallenging environment. When the Least Restrictive Environment cannot be achieved, there are alternatives. Parents and students should push for open opportunities such as standalone programs, acceleration, and ability grouping. Other alternatives can include mentorships, independent study, and online options. A transcript of this chat can be found at Storify, Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter, Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at 13.00 NZST/11.00 AEST/1.00 UK to discuss current topics in the gifted community and meet experts in the field. About the author : Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support, Lisa can be contacted at: [email protected] Links: What is the Legal Definition of Least Restrictive Environment (LRE)? Least Restrictive Environment for Gifted Kids Educational Options for Gifted Learners The Zone of Proximal Development in Child Cognitive Theory When Schools Don’t Meet Your Gifted Child’s Needs What Do Students Who Are Intellectually Gifted Say They Experience & Need in Inclusive Classroom? Gifted & Talented Program (Prezi) Position Statement: Grouping PA Association for Gifted Education: Inclusion (pdf) Montgomery Co Public Schools: Guidebook for Twice Exceptional Students (pdf) NRCGT: The Law on Gifted Education (pdf) Eric Clearinghouse on Disabilities and Gifted Education: FAQs on Inclusion The Least Restrictive Environment for Gifted and Talented Students (T&F Preview: Roeper Review) IDEA Applies To ‘Twice Exceptional’ Students Too Special Education Rights and Responsibilities Information on Least Restrictive Environment (pdf) Picture courtesy of Pixabay,

Which of the following program is not appropriate for gifted learners?

Hence, it could be concluded that Remedial Teaching is not suitable for gifted children.

What is the intervention strategy that will provide for learners who is gifted and talented?

Differentiation within the classroom provides students with the best environment for having their academic needs met. Differentiation is the least intrusive intervention for gifted students, who – like all students – should be seen to be ‘only as special as necessary.’