Defining a coordinated approach to gifted education

Many teachers, schools, and education systems are committed to providing high-quality services for students identified as gifted, and it is not difficult to locate examples of engaging, challenging classes and programs designed for this group. However, strong alignment between a philosophy and definition of giftedness, identification practices, program models and evaluation practices are not always evident, and this can result in fragmented services with unclear goals. In addition, the potential for gifted education programs, practices and pedagogies to improve standards and outcomes for all students is rarely considered in the design and development of specialised programs. This paper draws from current literature to discuss selected elements of effective program design in gifted education and to define a coordinated approach to gifted education at school and systems levels.