Before underlining the need for more provisions and requirements for gifted education, it is important to define the meaning of giftedness. Giftedness is an ability that is considerably above the standard for one's age ( Roda, 2015) . Giftedness may manifest itself in different domains including intellect, art, creativity, and leadership. It may also manifest itself in specific academic fields such as science, languages, and mathematics. Estimating the absolute number of gifted children in the United States is difficult because calculating the number is dependent on different domains or areas being evaluated and the technique used to identify giftedness ( Roda, 2015) . Nonetheless, it is considered that children in the top 10% concerning a local or national standard are a good lead for identification.
The two common theoretical frameworks for giftedness are those hypothesized by Joseph Renzulli and Francoys Gagne. According to Renzulli, giftedness takes place when three clusters of human traits interact. These are specific or above average abilities, elevated levels of creativity, and high levels of task commitment (Kell, Lubinski & Benbow, 2013). Giftedness occurs when a child can develop these trait clusters and apply them to any valued area of human performance. It is evidenced by the School Wide Enrichment Model, which shows that gifted behaviors can be found in some people, at specific times, and under particular circumstances. Gagne developed the differentiated model of talent and giftedness, which proposed the distinction between talent and giftedness. According to Gagne, talent is the superior mastery of methodically developed skills, or abilities in at least one area of human activity to a point where it places the child in the top 10% of peers active in that area (Kell et al., 2013). Conversely, giftedness is the possession and utilization of natural and untrained natural abilities in at least one ability area that places the child in the top 10% of peers taking part in that activity. Gagne's model offers five aptitude areas or domains. These are intellectual, socio-affective, creative, sensorimotor, and the "others."
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Gifted education programs differ significantly across states. Although federal law acknowledges that children with special talents and gifts have unique needs that are not met in regular school environments, it provides no mandates, provisions, and requirements for serving gifted children. Therefore, gifted education is a local effort that relies on local leadership (NAGC, 2010). Regrettably, relying on chance to meet the desires of gifted children leads to variability in the quality of education and creates inequalities of access to services for students from disadvantaged backgrounds such as racial minorities, low-income families, those with disabilities, and English learners. According to statistics from the Office of Civil Rights in the Department of Education, there were 3.2 million gifted students in talented and gifted programs between 2011 and 2012 in American public schools (NAGC, 2010). Participation in these programs varied by demographics and state. Nonetheless, it shows that more needs to be done to promote the quality and equity of gifted education.
In conclusion, there is the need for differentiated educational practices targeting children with exceptional abilities. These practices should adjust the depth, level and pacing of curriculum to suit their learning rate and level of achievement ( Roda, 2015) . The marked differences exhibited by gifted children demand more and in some cases unusual interventions. They may require additional comprehensive assessment, parent education, counselling, and special education programs. Gifted children may underperform because of contextual circumstances such as discrimination, poverty, cultural barriers, and emotional problems (NAGC, 2010). Therefore, identification of gifted children requires emphasis on aptitude instead of verified achievement. Gifted education should offer challenging programs and support services to ensure that gifted children enhance their abilities and realize optimal levels of educational performance. Gifted education is necessary, but it will not happen by accident, but through the concerted effort by the relevant authorities.
References
Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science , 24, 648–659.
National Association for Gifted Children (NAGC). (2010). Redefining giftedness for a new century: shifting the paradigm. Position Statement. Retrieved August 22, 2017, from http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness %20for%20a%20New%20Century.pdf
Roda, A. (2015). Inequality in gifted and talented programs: Parental choices about status, school opportunity, and second-generation segregation . New York, NY: Palgrave Macmillan.
