Survey of Gifted Education
EEND and MSED-602

Focuses on intellectual giftedness, its description, characteristics and the nature of such gifts and talents in the elementary and secondary school setting.  This course examines changes in definition, the controversy over characteristics, and a discussion of the causes and prevalence rates of giftedness.  It also examines the assessment process, and product and process measures, including reflective assessment.  The course concludes by examining the benefits and concerns with inclusion and collaboration along with a description of some excellent program options being utilized in today's schools and communities.

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

The goals in this course are based on those established by the National Association for the Gifted and Talented.

Understanding Students

Candidates will understand the importance and need for Gifted Education for students who are gifted and talented.

Serving the Community

Candidates will demonstrate the ability to interact with colleagues, parents, and community members in a professional manner when communicating information about Gifted Education.

Finding Our Professional Selves

Candidates will demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and opinions.

Access to standards referenced in this section can be found HERE

By the conclusion of this course, each participant will be able to do the following:

1. Describe common developmental characteristics of students who are gifted and talented. (NAGC 1.2; InTASC 1,2,3)
2. Identify procedures for selecting, designing, and using various types of formal and informal assessments with students who are gifted and talented.(NAGC 1.1, 4.3; InTASC 6)
3. Describe procedures for using assessment information to develop differentiated instructional plans for students who are gifted and talented. (NAGC 4.2; InTASC 7)
4. Select differentiated curricula for students who are gifted and talented. (NAGC 3.3, 3.4; InTASC 7)
5. Adapt differentiated curricula for students who are gifted and talented. (NAGC 3.3, 3.4; InTASC 7)
6. Design differentiated curricula for students who are gifted and talented. (NAGC 3.3, 3.4; InTASC 7)
7. Describe components of a comprehensive gifted education program. (NAGC 5.1, 5.2, 5.3)
8. Evaluate comprehensive gifted education programs. (NAGC 5.7, 5.8)
9. Create formal and informal assessments of comprehensive gifted education programs. (NAGC 5.1, 5.2, 5.3)

Discussion Postings & Responses: Candidates will participate in weekly discussions and responses related to course content. (NAGC 1.2; InTASC 1, 2, 3)

Written Assignments: Candidates will complete a variety of assignments related to the content of the course.

Intelligence Theories: Candidates will examine contemporary intelligence theories and reflect on their acceptance of one theory. (NAGC 1.2; InTASC 1,2,3)

Diverse Populations: Candidates will reflect on the diverse populations for gifted students. (NAGC 1.2; InTASC 1,2,3)

Achievement Tests: Candidates will examine popular ability and achievement tests and determine the test that best fits their needs. (NAGC 1.1, 2.2; InTASC 6)

Assessments: Candidates will examine assessment procedures used for gifted and talented students. (NAGC 2.2, 2.3, 2.4, 2.5; InTASC 7)

Gifted Models: Candidates will research, summarize and present a gifted program/model. (NAGC 3.3, 3.4; InTASC 7)

Differentiated Instruction: Candidates will discuss differentiated instruction and provide examples. (NAGC 3.3, 3.4; InTASC 7)

Program Evaluation: Candidates will evaluate one school district’s gifted program. (NAGC 5.7, 5.8)

Parent Resource: Candidates will provide a resource for parents of gifted students. (NAGC 1.4)

Students should use the MyUSF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the MyUSF portal.

• A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
• Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
• Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.

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The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.