Traditional gifted programs emphasize the inherent nature of giftedness and identify children as gifted primarily based on IQ test scores or academic achievement. These traditional conceptions also favor culturally dominant groups, overlooking giftedness in typically underserved groups, and place value specifically on intellectual abilities alone, versus a more modern notion of multiple intelligences. The talent development model is an emerging approach to gifted education, centered on a broader idea of giftedness and more individualized programming. This report examines the talent development model and discusses modernizing student identification, offering domain-specific student programming, and engaging stakeholders.
Overview of the talent development modelWhile no profiled district has implemented this model fully, all districts seek to move toward implementation of the talent development model. The talent development model embraces the notion of different kinds of giftedness, and identifies students as gifted in specific areas (e.g., reading, art), known as domains. Administrators at District A, District C, and District G all use domain-specific identification methods, and other profiled districts provide gifted programming unique to different domains of giftedness. This more individualized conception of giftedness complements efforts to mitigate bias in gifted identification and trends toward offering more differentiated programming to all students.
Educators interested in moving toward a talent development model cite its individualized conception of giftedness, its focus on serving students in all areas of giftedness, and its emphasis on achievement and progress as the key potential benefits of the model.
The talent development model does not look at giftedness as an innate quality, but as…