I've used this with teachers, parents, and identified student. It includes the seldom acknowledged "negative characteristics." Often, kids see themselves clearly for the first time.

NAGC's definition and rationale (HERE) for gifted education is crucial when identifying students for inclusion in the program. Notice its emphasis on APTITUDE (natural ability / potential) or competence.  Potential is often waiting to be revealed. We have many students in our schools with "aptitude" who may not be showing competence. Remember that.

IMPORTANT for Screening Committee --



1. You are looking for students to "include," not "exclude."  This focus changes everything.



2. There is no such thing as the "perfect" candidate. When screening students consider all --creativity, grades, I.Q., teacher / parents referral, etc.. Imagine placing each of these in a scale with evidence that shows place is warranted on one side of the scale, and evidence that shows placement is not warranted on the other side. Which side of the scale is up? If the scale is even, give the benefit of the doubt to the students and place them! If you need to, formulate a contract with the student that stipulates expectations.


3.  Each student should be considered on his/her own merits and NOT compared to any other student. When screening low socioeconomic students, the question must be, "WHEN I LOOK AT WHAT THIS CHILD IS ACHIEVING BASED ON HIS/HER OPPORTUNITIES, IS THE ACHIEVEMENT ABOVE WHAT WOULD BE EXPECTED?"  If is UNFAIR to expect a child who does not have excess to trips, books, and enrichment experiences to achieve at the same level as a child not in poverty. Get REAL!!!

Learn about characteristics of gifted students by viewing the slide show!

The presentation below is good for teachers and the Screening Committee to understand when striving to include underserved populations, especially twice-exceptional students.

View:  TEN MYTHS ABOUT GIFTED KIDS