The purpose of this study was to provide recommendations for teacher preparation in gifted education to directors of inservice and university training programs. Recommendations were based on the responses of 1,220 kindergarten through 12th educators to a modified Likert attitude scale regarding gifted identification, programming, behavioral characteristics, and teacher recommendations for gifted programming and teacher preparation. Also investigated were the relationships between five teacher characteristics and attitudes toward the gifted/talented. The most salient teacher preparation needs were found to be: increasing the accuracy and scope of talent identification, acquiring accurate information regarding acceleration techniques and consequences, and encouraging creative and affective development of the gifted/talented. Significant differences in attitudes were related to number of years of teaching experience, grade level and gifted/talented inservice experience.
Given the advent of PL 94-142, this paper investigates a strategy for integrating the IEP and SOI in order to promote an accountability-based approach to differentiated programing for the gifted classroom student. Specifically, critical components of the IEP are identified, relevant features of the SI model outlined, and a system for deriving instructional and behavioral objectives from the SOI Profile is reviewed. The use of computer retrieval data banks with the system presented is discussed in light of the importance of optimal instructional intervention with the gifted.
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