-
How do we know?
Alfred Binet and Theodore Simon created the first qualifying IQ test, with French government support. Their work influenced researchers around the world in asking, How can we know what a child is able to achieve? IQ tests are still used today, not just in identifying gifted children, but also in understanding more about other special needs, like cognitive disabilities. Binet and Simon were pioneers in the area of qualification. -
In the U.S. we begin to wonder...
Motivated by Binet's work, Lewis Terman adapts Binet and Simon's IQ test, for use in the United States to test children and adults. Terman committed himself to the classification of students, and understanding the educational opportunities they needed to reach their fullest potential. Terman contributed perspectives we still use to define gifted today including the need for differentiation, and acceleration. His perspectives are embedded in teaching initiatives across the country still. -
Application of theories
Leta S. Hollingsworth begins a special opportunity classroom in New York City, for gifted students. Her work would provide hundreds of research samples and documents. Besides being one of the first influential females in the field of gifted education, she also published one of the first complete books on it. Her theories and practices laid a foundation for philosophies of effective gifted education. Her philosophies are referenced still today, proving its influence. -
Competing Globally
With the Soviet Union's launch of Sputnik, it becomes clear the United States must enrich its educational system with STEM opportunities, if we want to compete globally. When the government sees value, only then funding is possible for Gifted education. This event heightens government awareness leading to more research, and eventually national standards. Without Sputnik, the government may not have ever acknowledged the importance of enrichment in the U.S. -
Gifted Standards
According to the National Standards in Gifted and Talented Education, "NAGC has developed national standards in programming and services and teacher preparation to guide high quality education for the nation’s estimated 3 to 5 million gifted and talented students." Without these standards, teacher preparedness would be next to impossible, and gifted students would continue to be overlooked. These standards guide our educational system today in providing focused goals and results. -
No Child Left Behind
Our entire country's educational system was significantly changed when Bush signed NCLB. A new definition was given for "gifted," and educators were reminded of their duty to meet the needs of those students from the government. Directive can be a good thing, but in the case of gifted education, if nothing else is given not much changes. Teacher preparedness is lacking. Unfortunately, gifted education has not made the significant growth it desperately needed.
