Integrative Program Policy for the Gifted: Continuum or Dichotomy?
Keywords:
gifted education, program policy, giftedness, educational programming, student needs assessmentAbstract
In a dichotomous view, “gifted” children are distinguished from the rest. A dichotomous approach to programming for gifted children makes such programs vulnerable to external forces (shifts in government spending priority, for instance). Vagueness in defining “giftedness” makes planning difficult, produces shifts in evaluative criteria, and jeopardizes program integration. A nondichotomous or “continuous” view, based on assessment of all students' needs, provides a more consistent basis for administrative, instructional, and evaluative decision making.
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