Gifted and Talented Exceptionality Report

For each of the exceptionality assignments, you will need to provide the following
7 sections in your report:
Definition of the condition as stated by IDEA or Article 7 and information on the prevalence
of the condition,
"Gifted and talented" means a child identified by the planning and placement team as
possessing demonstrated or potential abilities that give evidence of very superior
intellectual, creative or specific academic capability and needing differentiated instruction
or services.
Academically gifted and talented students in this country make up approximately six to
ten percent of the total student population. There are approximately 3 to 5 million
students in the U.S identified as gifted.
Gifted and talented students are found more often in Asian and American Indian
students. They are also pretty even in the male to female ratio.
The different classifications of the condition (if applicable),
Most students who are gifted and talented are labeled as high ability. But they may also
only be high ability in one school subject and struggle in another. They could have
trouble in math but excel at reading. This is considered a disability and they are treated
as if they have to get the extra help in their weak subjects.
The identifying characteristics, or unique qualities or features, of the condition,
Gifted students are often perfectionist and idealistic, they cannot fathom getting a grade
other than an A. They are problem solvers. And often times they may be ahead of all
their classmates and know the curriculum of the next year before school begins.
Diagnostic assessments and eligibility criteria,
What tests will be used for diagnosis and how is eligibility for educational services
determined?
They do a lot of standardized testing to measure their ability. They also do IQ tests to
see how high their intelligence may be. They also look at ability vs. achievement to make
sure that moving them up is the right answer.
Strategies, interventions, and adaptive materials to support inclusion in the least restrictive
environment (LRE),
A few states could be said to be leaders in the gifted education field, based on one or
more of the following: funding, identification practices, oversight and reporting,
supportive policies, and teacher preparation. But there are still many states and schools
that have not yet changed to accommodate the gifted students.

 Description of other support services that may be required and the professional who would
provide the services,
There is not much support or services as the government has not done much research
into gifted students. Some schools have programs for the gifted students but the
government has not given any assistance so programs are limited.
Resources:
Giftedness Defined. (n.d.). Retrieved December 4, 2015, from
http://www.nsgt.org/giftedness-defined/#4
Hardman, M.L., Drew, C.J., & Egan, M.W. (2014). Human exceptionality: School,
community, and family, 11e. Belmont, CA: Wadsworth-Cengage Learning.
Indiana State Board of Education. (2014, August). Special education rules (Title 511,
Article 7, Rules 32 47).
Percentage of gifted and talented students in public elementary and secondary schools,
by sex, race/ethnicity, and state: 2004 and 2006. (n.d.). Retrieved December 4, 2015,
from https://nces.ed.gov/programs/digest/d10/tables/dt10_049.asp
(n.d.). Retrieved December 4, 2015, from https://www.nagc.org/resourcespublications/resources/frequently-asked-questions-about-gifted-education