Gifted Standards for Special Needs Education
Alberta Education - Special Education Resources
Standards for Special Education, Amended June 2004 requires school boards to identify and deliver effective programming for students with special education needs in grades 1–12. It promotes consistent and enhanced quality of educational practice within our province, so that irrespective of location, students with special education needs can access appropriate programming and services. Alberta Learning acknowledges the importance of local autonomy, flexibility and choice in meeting the diverse learning needs of students. A list of resources is provided by Alberta Education.
National Association for Gifted Children Standards
The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other professionals, and community leaders. They are united to address the unique needs of children and youth with demonstrated gifts and talents, as well as those children who may be able to develop their talent potential with appropriate educational experiences.
The NAGC describes their work as follows:
“An estimated 3,000,000 gifted children sit in classrooms across the U.S. today. Because learning styles and levels vary widely, the needs of”smart kids” are far too often overlooked in the logical quest to meet minimum standards. But that begs the question: What is a maximum standard and how can we shift the focus in the U.S.?
For over 50 years, NAGC has worked to increase public awareness about key questions and to affect positive change.
The 8,000+ members of NAGC work on behalf of these 3,000,000 students who represent a good portion of the oft-heralded “pipeline of talent.” Luis J. Rodriguez, an award-winning author and Chicano activist once said “It is not enough to prepare our children for the world; we also must prepare the world for our children.” We owe it to ourselves and to future generations to help prepare the world of education for gifted students.
Thus, NAGC invests all of its resources to train teachers, encourage parents and educate administrators and policymakers on how to develop and support gifted children and what’s at stake if high-potential learners are not challenged and encouraged.”