Gifted and talented students represent a unique group within the educational landscape, possessing exceptional abilities or potential in one or more areas, such as intellectual, creative, artistic, or leadership capacities. They may think faster, exhibit advanced problem-solving skills, or tackle problems uniquely. But like all students, they need the right environment and support to thrive. To better understand this exceptional group, I spoke with a colleague who is a licensed gifted educator with 21 years of experience, 16 of those years working in gifted education. This article will explore what it means to be gifted, how schools identify these students, and how parents can request gifted services. We’ll also dive into what gifted services may look like and discuss how to support military-connected gifted children. Whether you’re a parent, teacher, or just curious, this article will offer insights on how to support these remarkable learners!
What is Gifted Education?
While many school districts acknowledge that gifted and talented students have distinct educational needs, the definitions of “gifted” and “gifted services” can vary. This is because there is no federal requirement for the identification of or the provision of services. Suppose students qualify under one of the 13 eligibility categories specified in the Individuals with Disabilities Education Act (IDEA). In that case, they are guaranteed certain rights to ensure they receive a free and appropriate public education (FAPE). However, IDEA does not include gifted and talented students within the 13 categories. Although the federal government does not mandate special education services for gifted students, it encourages schools to offer specialized programs. Consequently, the state and local education agencies (LEAs) are responsible for establishing and overseeing gifted education services, leading to significant differences in state regulations, local policies, and funding, creating disparities in services and protections across school districts.
As mentioned, gifted and talented students do not fall under the eligibility categories outlined in IDEA. However, the Elementary and Secondary Education Act (ESEA) provides the federal definition of gifted education. ESEA defines gifted students as “students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” However, states are not required to adopt the federal definition of gifted and talented. Many base their definitions on ESEA’s definition. To view your state’s Gifted and Talented definition, visit the 2020-2021 State of the States in Gifted Education report.
Gifted Education: Is it Considered Special Education?
The answer is, “it depends”. Gifted education is a unique area that doesn’t fall under one of the 13 disability categories outlined in IDEA. However, where I live in Tennessee and a handful of other states, gifted education falls under the umbrella of special education, meaning eligible students receive an IEP for gifted services. The services provided, therefore, are intended to support the individual needs of gifted students in the same way that special education services support students with disabilities.
While giftedness is not considered a disability, some gifted students may also have learning disabilities such as dyslexia, ADHD, or autism. These students are twice-exceptional, sometimes referred to as 2e students. Twice-exceptional students—those who are gifted and have a disability—require special attention and accommodations.
How Are Students Evaluated for Gifted Services?
Just as the definition of Gifted and Talented varies from state to state and even district to district, identification and evaluation processes also differ. However, it is best practice that a single test score or IQ will not determine gifted education eligibility. In many states, the identification process begins with a referral for screening. Anyone, including parents, can refer a child for screening. The screening may include reviewing the student’s academic performance, input from parents and teachers, and an assessment of creativity. Suppose the screening team finds the referral to be appropriate. In that case, they may obtain more formal assessment data, including cognitive measures (i.e., IQ scores) and achievement tests (like the state assessments or the Woodcock-Johnson).
If you are interested in having your child evaluated for gifted services, speak with a school administrator or check out your district’s website for more information on the evaluation process. Always remember to put your request in writing.
How Can You Request Gifted Services for Your Child?
If you believe your child may benefit from gifted services, initiating a conversation with your child’s teachers is essential. Discussing your child’s potential and academic performance can help raise awareness and identify gaps in their educational experience. Once you’ve had this conversation or concurrently, you can formally request an evaluation for gifted services in writing.
You must write all requests to the school. If your first conversation about gifted services happened on the phone or at school, email the person, thanking them for the opportunity to discuss your child and then outlining what was discussed.
Serving Gifted Students in the Classroom
There is no universal approach to supporting gifted students. It’s essential to recognize the students’ individual needs. Their abilities are not defined solely by intellect but by their need for an engaging and challenging environment. The range of services can vary from district to district, even in the same state. Gifted students may receive services in various formats, including:
- Accommodations within the regular classroom
- Part-time assignments to both regular and special classes
- Full-time grouping with other gifted students
- Acceleration or grade advancement for students who can handle more advanced content
Some districts offer pull-out services where students attend specialized gifted programs. Others may have a gifted-certified teacher who pushes into the general education classroom working with gifted students across subjects. Regardless of the format, the goal is to provide an enriched learning environment where gifted students can thrive and meet their full potential.
Support for Military-Connected Gifted Students
Gifted students who move frequently face particular challenges in maintaining continuity of services. The variety in gifted education criteria across states and districts can make it difficult to transition smoothly. To help ensure that your child’s gifted services continue, maintain records of their gifted eligibility. This includes any assessments and service plans. When moving to a new school or district, present this documentation to the new school ahead of your PCS to inform them of your child’s gifted status. However, remember that additional assessments may be needed to meet local criteria.
Possible questions to ask your child’s new school (Questions adapted from Gifted…Military…and Moving):
- Are you familiar with the Military Interstate Compact Agreement?
- What are your school/district’s procedures for a transferring gifted military child?
- What are your criteria for gifted identification?
- Examining the data from my child’s file, will he qualify for gifted education in your district?
- What additional assessments may need to be administered to have my child qualify for gifted services?
Important Reminders for a Smooth Transition
- Familiarize with policies specifically for school-aged military-connected children.
- The Military Interstate Children’s Compact Commission (MIC3) addresses key educational transition issues that military families encounter.
- Their “Compact Rules” state that when a gifted student moves, the new school should place him/her in the same or similar program and/ or courses he/she was taking in the previous school.
- The Compact allows the new school to perform a new evaluation to collect additional data to ensure the child is placed and identified appropriately according to the new school, district, and/or state requirements.
- Research your new school. This will help you understand eligibility for gifted education and services.
- If you need assistance, contact your School Liaison Office.
- PCS prepared. Have copies of your child’s education record in a sealed envelope.
- You can ask your child’s current teacher to write an email to the new school about what services currently look like for your student.
- Partners in PROMISE’s Special Education & EFMP Binder for Military Families is a great tool for organizing your child’s educational records.
- Have a plan. It is important to remember that services and eligibility will vary.
- Plan for both scenarios—whether your child will or will not continue to qualify.
- Be ready to advocate. While the new school may not be able to replicate your child’s previous programming exactly, be prepared to work collaboratively with your child’s team to determine how they can best meet your child’s needs.
- Prepare your child. It is important to explain to your child how their new services will look, like any transition.
Gifted Education: Eligibility, Advocacy, and Support for Your Child
While definitions and services for gifted students may vary from state to state, one thing remains consistent: gifted and talented students are a unique and exceptional group in our schools. Understanding how your district defines eligibility and services, advocating for your child, and navigating your PCS smoothly and confidently can help pave the way for their success no matter where your next move takes you!
About the Author – Carla Wyrsch
Carla Wyrsch is the spouse of a retired United States Marine and mother of two. She has devoted her career to educating and advocating for children with disABILITIES. Her experience spans a variety of settings, including residential treatment facilities, military bases, public schools, virtual learning, and the Lerner School for Autism at the Cleveland Clinic. She is currently a special education teacher for her local school district. In addition to being an educator, Carla enjoys volunteering with Best Buddies of Greater Memphis, the Organization for Autism Research, and Partners in PROMISE as a content creator and advisory board member.
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