Research in Gifted Education
Gifted Education Program Models:
There are a variety of research-based models for educating gifted students. Although components of George Betts Autonomous Learner Model will be utilized, the majority of the Olathe West Gifted Program will utilize Purdue's Secondary Model for Gifted and Talented Students. This is also sometimes referred to as Purdue's Three-Stage Model for Gifted Programming although this term is inclusive of primary and secondary programs.
Why Purdue's Model?
According to the Eligibility Indicators for Receiving Gifted Services in the state of Kansas, students must demonstrate significantly high intellectual ability in one or more academic areas. This must be demonstrated with a score of 97%ile or above on a standardized cognitive test. They must also demonstrate a significant academic need for receiving special education services.
In order to maintain focus on academic exceptionality while also supporting the affective needs unique to gifted adolescents, Purdue's Secondary Model has an equal focus on the academic and counseling needs of students. The model focuses on individualized student needs and designing services through academic enrichment and acceleration as well as extended learning experiences.
Purdue's Secondary Model is based on research related to the general needs unique to gifted adolescents as found through research.
Recommendations to Meet the Educational Needs of Gifted Students (Feldhusen and Robinson-Wyman, 1980)
- Maximum achievement of basic skills and concepts
- Learning activities at appropriate level and pace
- Experience in creative thinking and problem solving
- Development of convergent abilities (logical deduction and convergent problem solving)
- Stimulation of imagery, imagination, spatial abilities
- Development of self-awareness and acceptance of one's own capacities, interests, and needs
- Stimulation to pursue higher level goals and aspirations
- Exposure to a variety of fields of study, art, professions, and occupations
- Development of independence, self-direction and discipline in learning
- Experience in relating intellectually, artistically and affectively with other gifted, creative, and talented students
- A large fund of information about diverse topics
- Access and stimulation to reading