Designing Services and Programs for High-Ability Learners

The updated, comprehensive guide to developing or enhancing gifted programming    

How do we ensure we are meeting the needs of gifted students? The educational landscape has changed dramatically since Designing Services and Programs for High-Ability Learners was first published in 2006. This updated and revised second edition of the landmark guidebook provides educators and administrators with the comprehensive, practical advice they need to support gifted learners, and includes new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs, from identification to evaluation and advocacy, and takes into account current trends in education, such as the

• Focus on diversity and the efforts needed to ensure underrepresented populations are screened for gifted education
• Collaboration with special education, families, and community members to ensure all students have access to programming and services
• Use of technology, especially in rural communities
• Development of local policies to support gifted education

Whether you are developing a new program or restructuring an existing service, this guidebook will help you meet the needs of today’s gifted students.

Rebecca D. Eckert, Ph.D., is an associate clinical professor in Teacher Education at the Neag School of Education at the University of Connecticut, where she works with preservice teachers as they navigate the joys and challenges of their first classroom experiences. In her former role as the Gifted Resource Specialist for the National Association for Gifted Children (NAGC), Rebecca helped to redesign the NAGC website and develop practical resources for educators and advocates of gifted students. Her previous work at The National Research Center on the Gifted and Talented included participation in Javits research at both the elementary and secondary levels. Her research interests include talented readers, recruitment and preparation of new teachers, arts in the schools, and public policy and gifted education. She is a former middle school teacher with experience in geography, history, and theatre arts.

Jennifer H. Robins, Ph.D., is the Director of Publications and Professional Development at the Center for Gifted Education at William & Mary and a clinical assistant professor. She teaches graduate courses in gifted education, working with teachers who are pursuing their gifted endorsement. She is a former teacher of elementary gifted and talented students and was senior editor at Prufrock Press, focusing on the development of scholarly materials, including gifted education textbooks and professional development books, as well as classroom materials for teachers of gifted and advanced students. She is managing editor of the Journal for the Education of the Gifted and a board member of The Association for the Gifted, Council for Exceptional Children. Her areas of interest include the history of gifted education and underrepresented populations.