GT Program General Assumptions and Overlooking Scenarios

There are a lot of different GT Programs out there; lots of states, lots of districts and lots of schools.  However, there are a few things that they all need to have in common.

These are some general assumptions about the development and implementation of a GT program.  Possibly a program rubric and expectations, if you will.  This list is from my Coleman and Cross book, again.

1. Giftedness exists and is recognizable by a specific set of qualities.  Yes, you can differentiate between the gifted human beings and others by using a set of qualities.  
2. If you are going to identify a gifted child, you have to have a program that supports and nurtures that child.  This program needs to promote the development of their special abilities.  **also, the earlier you identify, the better**
3. There has to be a commitment to the identification and program success.  Changes for improvement are valued, research is encouraged.  In other words, everyone needs to be on board, and if the system isn’t working for you, let’s change it to make it better.  
4. There are SO many definitions out there about what makes a gifted person; however, your program must have a definition that is agreed upon by all parties involved and minimizes error in the identification process.  (minimizes, you can’t eliminate).  That means, different programs have different definitions and a program must meet the expectations of their definition.  also, the definition is not limited to legislative rules or regulations.  
5. A gifted child will more than likely grow up and be a gifted adult.  The program that a gifted child is participating in should set them up for success as a gifted adult in their specialty.  

Even though these are 5 general assumptions about any GT Program, make sure you check with your current program/district/institution and see what’s presently going on.  More than likely, there are policies and procedures that are already being enforced.  Just be aware and then, make it better. 

Why are some gifted children overlooked?
Here are a couple of reasons why a gifted child is not identified and supported:

1. Situations at home or at school do not offer the opportunity for children to demonstrate their giftedness.
2. A gifted child may have behaviors that are termed undesirable, when actually they are just daydreaming (example)
3. A gifted child may just “act average” because of another consequence.
4. They may act normal because family, peers or culture would not approve.
5. Teacher judgement is too prominent in the identification process.
6. The “test” doesn’t measure their specific ability or is not appropriate for their age.